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 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. (2018). the translation of english tourism news text into indonesian. journal of applied studies in language, 2(2), 151-157. bell, roger t. (1991). translation and translating: theory and practice. new york: longman. bessy, aryanto polce. (2017). metode penelitian linguistik terjemahan. jakarta: penerbit indeks jakarta. catford, m. (1965). a linguistic theory of translation. london: oxford university press. 1 harafi ah 43,6% bo rrowin g 21,6% red ucti on 9,1% disc ursi ve c reatio n 8,4% calq ue 4,3% ampli catio n 3,6% establi shed eq uivalent 3,4% 0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0% 45,0% 50,0% frequencies of abstract bilingual 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 220 cresswell, john w. (2009). research design. qualitative, quantitative, and mixed methods approaches (3rd ed.) california: sage publications, inc. departemen pendidikan nasional. (2008). kamus besar bahasa indonesia. jakarta: pt. gramedia pustaka utama. edisi keempat khairani, ade irma. (2004). analisis strategi penerjemahan inggris-indonesia dalam teks kontrak umum perjanjian kerja. medan: universitas sumatera utara. thesis program pascasarjana. larson, mildred. (1984). meaning-based translation. usa: university press of america, inc. larson, mildred. (1989). penerjemahan berdasarkan makna: pedoman untuk pemadanan antar bahasa jakarta: arcan. penterjemah kencanawati tahiran. machali, rochayah. (2009). pedoman bagi penerjemah. jakarta: pt. grasindo. miles, mb. and am. huberman. (1991). qualitative data analysis. california: sagepublication, inc. molina, l. and ah. albir. (2002). translation technique revisited: a dynamic and functionalist approach a translator journal. 47 (4). 498-512. nababan, mr. (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 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. (2019). stimulating students to speak up through presentation in business english class. journal of applied studies in language, 3(1), 21-28. doi:10.31940/jasl.v3i1.1148. borzova, e. (2014). mingles in foreign language classroom. english teaching forum, (2). brown, h. douglas. (2001). teaching by principle: an interactive approach to language pedagogy, second edition. new york: addison wesley longman. 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 8 budiyono, s. & ngumarno, ng. (2019). improving student learning achievements through application of the student teams achievement divisions (stad) method. journal of applied studies in language, 3(2), 140-147. doi:10.31940/jasl.v3i2.1370 burns, anne. (2010). doing action research in english language teaching: a guide for practitioners. london & new york: routledge. dakowska, maria. (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. (2008). motivating language learners: a classroomoriented investigation of the effects of motivational strategies on student motivation. tesol quarterly, 42(1), 55-77. harmer, j. (2007). the practice of english language teaching, new edition. essex: pearson education limited. 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. 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. liuoliene, a., & metiuniene, r. (2006). second language learning motivation. santalka, 14 (2), 93-98. miles, mathew, b., & huberman, michael. (1992). analisis data kualitatif. buku sumber tentang metode-metode baru. jakarta: uip. 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. 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 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. 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 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. 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. 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. 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. 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 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. (2019). stimulating students to speak up through presentation in business english class. journal of applied studies in language, 3(1), 21-28. doi:10.31940/jasl.v3i1.1148. aqib, z. dkk. (2017). penelitian tindakan kelas ptk tk/ra, slb, sdlb. yogyakarta: ar-ruzz media. 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. 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. lu, zs. & yang, jq. (2009). 音韵学入门. 上海：复旦大学出版社. marsono. (2006). fonetik. yogyakarta: gadjah mada 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. meli. (2015). "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 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 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. 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 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 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. 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 improve student learning outcomes. 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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 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 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 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 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 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 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 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. 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(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 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 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 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 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. 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 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 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. 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. (2014). denotative and connotative analysis on the advertisement of new axe provoke even goddesses will fall version. unpublished graduate thesis. malang: graduate program in english language and letter, maulana malik ibrahim state islamic university of malang. chaer, a. (1994). linguistik umum. jakarta: pt. rineka cipta. creswell, j. (1994). research design qualitative and quantitative approaches. london: sage publications. cruse, a. (2006). a glossary of semantics and pragmatics. edinburgh: edinburgh university press. crystal. (1987). the cambridge encyclopedia of language. cambridge: cambridge university press. 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 67 djajasudarma. (1999). semantik 2: pemahaman ilmu makna. bandung: rafika aditama. fleischhack, m. (2016). approaches to literary phantasy. new york: peter lang. hartina, n. (2017). denotative and connotative meaning in doang-doangang of makassar. unpublished graduate thesis. makassar: graduate program in english and literature, alauddin state islamic university of makassar. kreidler, c. (1998). introducing english semantics. london: routledge. kridalaksana, h. (2008). kamus linguistik (4th ed). jakarta: pt gramedia pustaka utama. leech, g. (1981). semantics: the study of meaning (2nd edition). harmondsworth: penguin books. limesa. (2018). denotative and connotative meanings in wonderfilled advertisement of oreo. k@ta kita, 6(1). omar, y.z. (2012). the challenges of denotative and connotative meaning for second-language learners. etc.: a review of general semantics, 69(3). palmer, f. (1976). semantics: a new outline. uk: cambridge university press. prohászková. (2012). the genre of horror. american international journal of contemporary research, 2(4). sandelowski, m. (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. 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. 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 learners would become more independent and aware of their capabilities. references birjandi, p., & tamjid, n. h. (2010). the role of self-assessment in promoting iranian efl learners’ motivation in reading english texts. life science journal, 10(suppl. 7), 983–988. https://doi.org/10.5539/elt.v3n3p211 brannan, b. (2010). a writer’s workshop: crafting paragraphs, building essays, 3rd ed (3rd ed.). new york: mcgraw-hill,. dickinson, l. (1987). self-instruction in language learning. cambridge: cambridge university press. garcia garrido, m. i. (2010). the teaching of writing to english language learners ( ells ) using 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 115 multiple intelligences theory and cooperative strategies . granada. gardner, d. (2000). self-assessment for autonomous language learners. links & letters, 49–60. retrieved from https://core.ac.uk/download/pdf/38997684.pdf joyce, c., spiller, l., & twist, j. (2009). self-assessment: what teachers think, 2. retrieved from http://www.nzcer.org.nz/system/files/self-assessment.pdf kane, t. s. (2000). the oxford essential guide to writing. new york: oxford university press, inc. ketabi, s., & ketabi, s. (2014). classroom and formative assessment in second/foreign language teaching and learning. theory and practice in language studies, 4(2), 435–440. https://doi.org/10.4304/tpls.4.2.435-440 lam, r. (2000). the role of self-assessment in students â€tm writing portfolios : a classroom investigation. tesl reporter, 43(2), 16–34. retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&an=58105075&lang=es&site=eho st-live loren, f. t. a., andayani, & setiawan, b. (2017). the use of learning media on listening skill in teaching indonesian to speakers of other language (tisol). lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 11(1), 1. https://doi.org/10.24036/ld.v11i1.7625 noor, m., yusoff, n. m., & noor, m. (2016). improving process writing with the use authentic assessment, 5(3), 200–204. retrieved from https://eric.ed.gov/?id=ej1115393 ontario education. (2005). a guide to effective instruction in writing. kindergarten to grade 3. prancis. retrieved from http://www.eworkshop.on.ca/edu/resources/guides/guide_writing_ k_3.pdf oscarson, a. d. (2009). self-assessment of writing in learning english as a foreign language. acta universitatis gothoburgensis. retrieved from http://hdl.handle.net/2077/19783 oshima ann hogue, a., carlson, e., dilillo, g., edmonds, c., le drean linda moser, l., & pullman, e. (2007). introduction to academic writing third edition (3rd ed.). new york: pearson education, inc. purwanti, t. t. (2015). the implementation of self-assessment in writing class: a case study at stba lia jakarta. teflin journal a publication on the teaching and learning of english, 26(1), 97. https://doi.org/10.15639/teflinjournal.v26i1/97-116 raimes, a. (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. 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. 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. 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(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. 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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(2016). baby boom or bust? the new media effect on political participation. journal of political marketing, 17(1), 32-61. veil, liu, erickson, & sellnow, s. r., liu, m., erickson, s., & sellnow, t. (2005). too hot to handle: competency constrains character in chi-chi’s green onion crisis. public relations quarterly, 50(4), 19-22. wearesosial. (2018). digital in 2018 in southeast asia part 2south-east. diakses dari pada 7 oktober 2018, dari https://www.slideshare.net/wearesocial/digital-in-2018-in-southeast-asiapart-2-southeast-86866464. wiana, d. (2019). pragmatic meaning of advertising discourse in medan local newspaper. journal of applied studies in language, 3(1), 56-62. doi: 10.31940/jasl.v3i1.1145. williams. c.b. (2017). introduction: social media, political marketing and the 2016 u.s election. journal of political marketing. doi: 10.1080/15377857.2017.1345828. wimmer, r., & dominick, j. (2011). mass media research. california: wadsworth. yani, a. f. (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. 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. 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(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. 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. 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 papers. references agustinus, j.w. 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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. 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. w