105 video to improve students’ speaking ability dian anik cahyani (diananik.stkipjb@gmail.com) english department of stkip pgri jombang abstract video as an audio-visual material in teaching english has grown rapidly and it is obvious that the use of video is a great help for students in stimulating and facilitating the target language. this study tries to solve students‟ speaking problems and improve speaking ability by using video. the writer uses classroom action research as research design. the implementation of video in teaching speaking class is arranged to bring benefit of the language learners. video can make the classroom atmosphere more interesting and make students easier to speak. video also stimulates students to be active. the students‟ response about the implementation of video is positive and it will be alternative strategy in teaching speaking. so, video can improve the students‟ speaking ability. key words : video, speaking ability. 106 introduction a lot of people around the world are studying english to develop proficiency in speaking (nunan, 1989: 39). it means the language has a purpose for communication with others and the most important one is to deliver information from the speaker to the listener. thornburg in harmer, (2007: 123) states that teaching of speaking depends on being a classroom culture of speaking and that classroom need to become “talking classroom”. in other words, students will be much more confident (and their speaking abilities will improve) if this kind of speaking activation is a regular feature of lessons” it means that in teaching and learning process in the classroom, the teachers must give a good atmosphere or stimulation to speak up and hopefully students can be active in the class. it should be used as students‟ habit of their classroom to improve students‟ speaking ability. it becomes the reason why the students have to master speaking as their need. but, there are still some problems faced by the students in learning speaking. the same case is happened to the second semester students of english department stkip pgri jombang. the real students‟ problems in teaching speaking are as follows: the low of the students speaking score, the lack of the students‟ opportunity to speak, and the lack of variation of teaching technique and learning process. related to the problems found in the class, it is necessary to implement a strategy by using video that can increase students‟ speaking ability and motivate the students to participate in the learning activities. here, the researcher decides to use video as media to telling story as the appropriate activity of speaking in teaching learning process especially for learning foreign language. according to harmer (2007: 307) retelling stories is a powerful way of increasing language competence. thus, telling story is one of the unique ways in to increase students‟ speaking ability. in this study, the researcher used video to increase students‟ speaking ability. video is the most appropriate medium for beginners because they can draw on both the auditory and visual support in their learning. according to (hobbs 1998) video can capture student attention, motivate interest, and bring a to the subject area. therefore, video as the alternative media that very important in teaching speaking because it makes the students more interest and give detail in practical such as how to pronounce some words, how kinds of mimic that used, gesture and many things in watching video. so, video in teaching and learning process can offer an accessible visual and emotional experience to students, it presents a literary, and a new language the language of images, and form symbolic visual codes. 107 research method the researcher uses classroom action research because she finds some problems in teaching learning process especially in speaking class. the researcher uses classroom action research which aims to solve the problems face within the class among the teacher, the students and facilities and it can increase the quality of students speaking ability. research setting and subject this research is conducted at stkip pgri jombang. it is located on jl. pattimura iii/20 jombang. the subject of the study is second semester students of english department stkip pgri jombang 2014/2015. the second semester students of english department stkip pgri jombang 2014/2015 consists of three classes. the subject of this study was concerned with one class; it is 2014-c class which consists of 31 students. research procedure adapted from kemmis and mc taggart as cited in (koshy, 2005:4) 108 research finding the implementation of video to improve speaking ability this research was conducted in one cycle that consisted in three meetings. the first meeting was conducted on 3 march 2015, second meeting on 5 march 2015, and third meeting on 12 march 2015. there were two kinds of criteria of success in this research, they were students‟ participation and students‟ achievement based on scores they get. the first meeting of cycle one was be held on 3 march 2015. after the pre activity was done, teacher gave explanation about narrative text. while the process, teacher asked the students about narrative text. the teacher explained by using power point and wrote down some sentence that was given by some students on the white board with the purpose it made clear her explanation. before explanation the material, the teacher asked to the students first about narrative text, and then the teacher gave definition of narrative text and explained about generic structure, and generic feature of narrative text. after the teacher explained the material, she asked to the students made a group by numbering way. the class consisted of 31 students. the teacher made six groups, so one group consist of five or six persons. the students said number one, and continued number two, until number five. it was started from behind of the class according to the students‟ agreement. then, students said number one raised their hand and they were become group one, and so on until group six. students said number one gathered with the same number one and so on. the teacher asked the students to sit with their own group. so students have gathered with each group, the teacher gave the rules about the activity to be performed by each group. the rules for the example, “every group must be focus and understand about the content of the story, students may make a note to easy the story”, and gave the information such as “the duration of video is about 3 minutes, and it will play maximum in two times. everybody in group will retell a whole of the story one by one student in a group. one student tell first and continuing students‟ story in their group. the teacher started to play the video entitled “the lion and a little mouse” in two times. after that the teacher distributed leaflets in the form of random images and asking students to compose the picture properly after the video aired worked in groups. the teacher asked to the students wrote the group and members in the leaflets. the teacher gave time to do in group for about 10 minutes. then, the teacher discussed together with the students about the picture properly, and discussed generic structure and feature of the story. the second and third meeting was conducted on 5 and 12 march 109 2015. this learning process focused in speaking test achievement. this process important to measure the understanding of the students to the material that was given by the teacher. teacher asked students to make group and retell the story based on video then performed telling story in front of the class. teacher gave score based on four criteria: fluency, content, accuracy, and pronunciation. teacher gave opportunity to the students, to improve theme and act of telling the story. the students’ score of implementing video to improve speaking ability in the observation steps, the researcher was gained data about the students‟ score from the students‟ speaking test. it is considered successful if students‟ scores achieve at least equal to or higher than 80. the researcher got significant effect by using video in learning process. there are significant increasing score in speaking aspect. by using video the average of students‟ fluency has been reached from 77 become 90, content increase from 76 become 88, accuracy from 75 become 84 and pronunciation 78 become 86 by assessing score of students achievement researcher got significant influence by using video to improve students‟ speaking ability. based on the findings of the study in the first cycle that had been done by the researcher, it was gained data about the students‟ score from the students‟ speaking test. the researcher can conclude some data to measure the average aspect in speaking ability, like fluency, content, accuracy, and pronunciation. the average aspects in speaking ability are fluency is 90, content is 88, accuracy is 84, and pronunciation is 86. so, the total score gained by the students in this speaking assessment is 87. it means that the average score of students is higher than criteria of success in 80 score. criteria of success is considered successful if students‟ scores achieve at least equal to or higher than 80. it was 29 students or 93% students who got the score reached the criteria of success, and there are 2 students or 7% students who got low score. there was improvement happened in the score average 87 from 77 in preliminary study. other data were got from observation checklist of the students‟ participation. the researcher also analyzed the students‟ activities in order to get the data about the students‟ process and response in teaching narrative speaking. the second criteria of success are students‟ participation in the teaching learning process. in this case, 70% of the students should be active in the teaching learning process using video. in this result of research, the researcher investigated in every meeting. the first meeting students‟ 110 participation is 73%, the second meeting is 80% and the last meeting is 87%. the average of students‟ participation in cycle one is 80% of the total students. there are twenty five students active in teaching learning process, and six students were not active in the teaching and learning process. so, the researcher concludes that many students have an excellent activity from the teaching process. the data presented that there were six students or 20 % of students showed poor activity. the criterion that has been reached was higher than 70% of the total students. from the result of speaking test and the observation checklist the researcher know that criterion of success has achieved. because of the satisfied result, there is improvement happened in the teaching learning process. so, the researcher decided to stop the action. conclusion in conclusion, video is one of the best materials that enable students to practice what they have learned in teaching learning process. the implementation of video in teaching speaking class is arranged to bring benefit of the language learners. video animation stories technique can make the classroom atmosphere more interesting and make students easier to speak. video also stimulates students to be active. the students‟ response about the implementation of video animation stories technique is positive and it will be alternative strategy in teaching speaking. therefore, video animation stories technique can improve the students‟ speaking ability. 111 references harmer, jeremy. 2007. how to teach english. english: pearson limited education. hobbs, r. 1996. expanding the concept of literary.in r. kubey (ed.), media literacy in the information age.new york: transaction. huebner, theodore. 1960. audio visual technique in foreign language. new york: cambridge university press. koshy, valsa. 2005. action research for improving practice; a practical guide. london: paul chapman publishing. nunan, david. 1989. understanding language classroom. university press: cambridge. _________. 2011. moral stories for children-animated stories in english. rajshri kids. ((http://www.youtube.com/watch?v=hoin78uvfi) http://www.youtube.com/watch?v=hoin78uvfi journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2365 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.116-120 116 the use of self-reflective strategies in teaching reading for students of vocational senior high school at smkn 1 lamongan diah astuty 1) , abdullah farih 2) , akhzaroh wahidah 3) 1) islamic university of lamongan 2) islamic university of lamongan 3) state vocational senior high school 1 of lamongan diahastuty1412@gmail.com 1) , abdullahfarih@gmail.com 2) , akhzarohw@gmail.com 3) abstract this study aims to describe the use of self-reflective strategies in teaching reading at a vocational senior high school. self-reflective strategies used in enhancing the students of vocational senior high school to reflect their comprehension on the given reading materials. this activity was considered effective in order to practice and drill the students’ critical thinking. the strategies should be implemented repeatedly to make the students more skillfully creating their comprehension on the given reading materials by integrating the keywords extracted from the given reading materials. this study was implemented in experimental design at two classes of institutional finance accounting department (akuntansi keuangan lembaga/akl) class x th . the experimental class was class x th akl1 that it consisted of 35 students. the control class was class x th akl2 consisted of 34 students. class x th akl1 was chosen as the experimental class based on the class’ mean 𝑥 of the pretest that it was 2 points lower than class x th akl2. the (𝑥 ) of the pretest score from class x th akl1 was 76. the 𝑥 of the post-test score from the experimental class was 86. the n-gain score after having treatment from class x th akl1 was 70.7 in percentage. it can be assumed that this strategy was adequately effective to apply to the students on the reading subject reflecting their reading comprehension and therefore, the students could adjust the strategies to achieve their profound reading comprehension. keywords: self-reflective strategies, reading comprehension, vocational senior high school introduction teaching reading is a complex activity for teachers at senior high school. since english teachers should teach several types of reading to their students, the purpose of reading could be at vary. there are three categories of reading that the students should achieve their competence, they are: a) academic reading, (b) job related reading and (c) personal reading (brown, 2006:186-7). reading at vocational senior high school is quite different than reading at senior high school. it has specific purposes to educate the students with the reading materials that those reading texts would interconnect the senior vocational school students to the jobs they are going to be employed. the reading texts should be taught to the vocational senior high school students based on those characteristics; (a) its linguistic elements, (b) its topics, (c) its social functions and (d) its textual structures. those characteristics are mostly related to the use of vocabulary within the reading content. vocabulary plays an essential role in the reading texts. the ability in comprehending some reading texts would be affected by the ability to understanding the use of vocabulary within the texts. according to read (2000:29-31), the ability of the students in understanding the mailto:diahastuty1412@gmail.com mailto:abdullahfarih@gmail.com 117 vocabulary in the given reading texts would be categorized into three, namely: the context of vocabulary use, vocabulary knowledge and fundamental processes, and metacognitive strategies for vocabulary use. the context of vocabulary use would require the students of vocational senior high school learning about the function of vocabulary for communication purposes. it means that the students would also be required to understand the connection between the pragmatic context of the vocabulary and its meaning. it would encourage the students of vocational senior high school learning how to use and interpret specific words that those are related with specific disciplines, for instance, some words that relate to engineering subject, those to accounting subject, etc; they would have their different uses and meanings from their general uses and meanings within more general context. meanwhile, the vocabulary knowledge and fundamental processes would require the students of vocational senior high school bridging what they have known before about some words and what they have not known yet about some new vocabulary. their ability in bridging what they have known on some words and what they have not known yet on some words in reading texts would affect their comprehension on the reading texts. therefore, the students would process their new information on some words by inferring the meaning of some words within its context. in helping the students to make inferences, metacognitive strategies could be taught. as one of the kinds of strategies, self-reflective strategies involve the students to take part in their learning process. they would make a self reflection on what they have learned and what they have comprehended. selfreflection as part of this strategy would be applied in some steps. as the purposes of self-reflective strategies (schmidt, 2011) are to aim the critical analysis and experiences in order to achieve deeper meaning and understanding from the students about the given learning materials. the first step of the self-reflective strategies in this study is the students encouraged to find out some keywords when the students have finished skimming the reading texts. the students would be taught how to find out the keyword relating to the genre of the reading texts. on some descriptive reading texts, the keywords mostly are in the form of ‘adjective’ since those words have a function to describe something, someone or a place. the second step of the selfreflective strategies is the students encouraged to draw assumptions on the given reading text. their assumption would be constructed by bridging the keywords that they have found and the context of the reading texts. then, to convince whether their assumption is correct or incorrect, the students would be asked to read the texts in getting deeper comprehension. the last step is the students asked to do the exercises. while they’re completing the question items, after the class discusses the right answer, the students will be asked to make a self reflection on what they have comprehended. if the students find their answers will be incorrect, they can make self-reflection to adjust their strategies in reading comprehension. 118 research method this study used purposive sampling on the x th classes of institutional finance accounting department (akl) at smkn 1 lamongan. there are two parallel classes of x th grade from institutional finance accounting department (akl). the class of x th akl1 consists of 35 students and the class of x th akl2 consists of 34 students. the experimental class was chosen based on the 𝑥 𝑡ℎ𝑒 score of the pretest. the x th akl1 class was chosen as the experimental group because of the result of ( 𝑥 ) was two points lower than the x th akl 2 class. the ( 𝑥 ) of pretest from the akl1 class was 76. the( 𝑥 ) of pretest from the akl2 class was 78. therefore, the akl2 class was chosen as the control group. research design the research design of this study was the experimental design which used a quantitative method. both of the classes had pre-test and post-test. the design of the research could be described as follows: table 1 research design group pretest independent variable posttest experimental y1 x y2 control y1 y2 sampling the technique of sampling used in this study was purposive sampling. the department of institutional finance accounting was chosen since the department had a specific vocabulary list on the accounting subjects. both classes were taken and assigned a pretest. the mean of pretest score was used to identify the experimental class and the control class from this study. data analysis in identifying which of the class that the class would be the experimental class and got the treatment, after the pretest that has taken and the score of mean would be determined as follows: the result of 𝑋 from x th akl1 class was 76 and 𝑋 from x th akl 2 class was 78. to measure the effectiveness of the treatment that the experimental class has been had, the n-gain would be calculated using spss. table 2 the result of n-gain from experimental class no. participant pretest post-test n-gain percent 1 66 90 70.59 2 52 90 79.17 3 70 92 73.33 4 72 94 78.57 5 76 94 75.00 6 66 94 82.35 7 66 92 76.47 8 72 90 64.29 9 56 84 63.64 10 70 98 93.33 11 68 90 68.75 12 72 94 78.57 13 72 94 78.57 14 70 94 80.00 15 74 84 38.46 16 70 90 66.67 17 74 92 69.23 18 60 90 75.00 19 70 90 66.67 20 68 90 68.75 119 21 54 90 78.26 22 54 88 73.91 23 74 92 69.23 24 60 90 75.00 25 68 88 62.50 26 72 84 42.86 27 56 88 72.73 28 76 90 58.33 29 68 90 68.75 30 48 94 88.46 31 72 88 57.14 32 72 88 57.14 33 56 90 77.27 34 66 92 76.47 35 68 90 68.75 finding and discussion the findings of the pretest from x th akl1 (𝑥 ) was 76 and the pretest result from x th akl2 (𝑥 ) was 78. it showed that the class of x th akl1 was determined to have treatment to increase their reading comprehension. based on the treatment that it had, the experimental class and the control class were given the post-test. the result of the post-test from the experimental class had increasing points. from table 2, it showed that only one student had n-gain score range from 56-75%. the average n-gain for the experimental class was 70.7%. according to hake (1999), the categories of the n-gain effectiveness can be described as follows: table 3 the description of n-gain category percentage category <40 ineffective 40-55 less effective 56-75 adequate effective >76 effective it can be concluded based on the ngain score in percentage that the use of self reflective strategies in teaching reading at the x th class of akl1 was successful. references alderson, charles j. (2001). assessing reading. united kingdom. cambridge university press. ary, donald et.al. (2010). introduction to research education. canada. nelson education, ltd. brown, h. douglas. (2006). language assessment: principles and classroom practice. usa. longman, ltd. gall, meredith d., & et.al. (2003). educational research (7 th edition). usa: pearson. landers, mara & reinholz, daniel. (2015). student’s reflections on mathematics homework feedback. journal of developmental education vol. 38. lew, m. d. n., & schmidt, h. g. (2011). writing to learn: can reflection journals be used to promote selfreflection and learning? higher education research & development, 30(4), 519-532. http://dx.doi.org/10.1080/07294360. 2010.512627. mezirow, jack. (1997). new direction for adults and continuing education. usa. jossey bass publisher. read, john. (2000). assessing vocabulary. united kingdom. cambridge university press. schunk, h. dale & zimmerman, j. barry. (2007). influencing children’s self efficacy and self regulation of reading and writing through modelling. reading and writing quartely journal, 23, p.7-25. www.tandf.co.uk/journals. http://dx.doi.org/10.1080/07294360.2010.512627 http://dx.doi.org/10.1080/07294360.2010.512627 http://www.tandf.co.uk/journals 120 thompson, i. (1987). memory in language learning, in a. wenden & j. rubin (eds.), learner strategies in language learning (pp. 15-30). new jersey. prentice hall. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2293 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.7-11 7 teammates consult strategy towards students’ motivation and reading narrative text fathurrahman imran 1) , k. dedy sandiarsa s. 2) faculty of language and art education mataram institute of teacher training and education fathurrahmanimran@ikipmataram.ac.id 1) , dedysandiarsa36@gmail.com 2) abstract this research was generally attempted to find the effect of teammates consult strategy towards students’ motivation and reading narrative text at fpbs ikip mataram. this research was an experimental research with manova as the data analysis. the population of this research was the students of the third semester of fpbs students. the sample of the research was 45 students consisted of two classes. from the research data found that with the mean score of motivation was 81,04 and control group was 78,00. with the significance 0.000 < 0,05. while the mean for the reading of experimental group was 82,54 and control group was 79,09 with the significance 0.000 < 0,05. it can be concluded that the result of the research showed that there was a significant effect of teammates consult strategy towards students’ motivation, there was a significant effect of teammates consult strategy toward reading narrative text, there was a significant effect of motivation and reading narrative text, there was a significant effect of teammates consult strategy towards students motivation and reading narrative text and there was no correlation between motivation and reading narrative text. keywords: teammates consult strategy, motivation, and reading introduction reading was one of the important skills that should be mastered well by the students. by reading, students can improved their knowledge. the students got the benefit of reading if they read much and comprehend it well. the main purpose of conducted reading activity at school got ideas and information. in educational aspect, linse (2005: 69) states that reading was a set of skills that involves making sense and deriving meaning from the printed word. to achieved this purpose, it was necessary for the students to comprehend the reading texts. however, conducted reading activity with deep comprehension was not easy. in fact, the students often feel unable to comprehend their reading text. they frequently feel hard to figure out ideas in the text that they have just read. moreover, the lecturer should be able to apply the strategies in teaching and learning of reading. reading may be the most difficult language skill to teach because it involves so many different elements such as grammar, vocabulary, spelling, and intellectual comprehension. the majority of the students of english as a foreign language may never speak much english, but most of them was have to read english in order to complete their studies. in teaching reading, the students demand to comprehend some of text types. one of them was narrative text. according to pardiyono in chersia et al. (2015: 2) narrative text draws moral or message from the event of the text. more than it, pardiyono in chersia et al. (2015: 2) explains “the three elements of narrative text are first orientation that include about the topic of the story, second complication tells about the problem and the event of the story, third resolution tells about ending of the story. teaching and learning also influence by students’ motivation. motivation was affected the students in learning. motivation was the effort to do something maximally to get the better result. motivation was some activity encourages a person on yourself to take desire mailto:fathurrahmanimran@ikipmataram.ac.id1 mailto:dedysandiarsa36@gmail.com2 8 action, motivation was a push from within to do something whether positive and negative. based on the observation on october 2017 in fpbs ikip mataram, the researchers found some problems those were students difficult to comprehend elements of reading as likes grammar and vocabulary. students got difficult understanding about the structure of the texts and students could not understand about meaning of the new words that students ever heard before. the other problem also from the lecturer in fpbs ikip mataram, because the reading lecturer used ineffective strategy, it might students did not motivate when students in teaching learning process. in this study, the researchers focused on learning system students work in group, group working was believed can give students’ motivation in teaching reading. motivation from inside or outside students could make more spirit and could improve students’ learning and in this case, the particular could enhance students’ ability reading narrative text. based on the problem explained previously, the researchers found that students’ affected by teaching strategy that an activity in the classroom that was help the students got better in their learning. one of the strategy help the students in learning was “teammates consult strategy”. according to bellman, hoey, and mikles (2006: 34) teammates consult was an effective strategy to use for problem solving and concept development situation. by using this strategy students learn how to solve their problems in group and made decision together and teammate consult strategy used to invite the students were active in learning. the researcher hope that teammates consult strategy could help students motivation and easier to understanding the structure of the text and may easier to memorize the meaning of words. as any other study, the problem study was absolutely necessary to be answered. the problems dealing with this study are state that is there any significance effect of teammates consult strategy toward students’ motivation and reading narrative text? the general purposes of this research are to find out the effect of teammates consult strategy towards students motivation and reading narrative text. research method the researcher used quasi experimental pre-test and post-test design, in order to examine the effect of teammates consult strategy towards students’ motivation and reading narrative text. in this study, the researcher used an analysis of variants or manova, according to johnson (2007: 296) manova was used first to investigates whether the population mean vector are the same and, if not, which mean components differ significantly. there are two kinds of multivariate analysis of variance that was one way manova and two way manova. in this case, the researcher used one way manova to answer of the hypothesis on the research. in this research, researcher treated the experimental group by using teammates consult strategy, and control group treated by using words splash strategy. the population in this research was the third semester of fpbs ikip mataram. which consisted of two classes which consist of 45 students? the researcher was used test as an instrument to measure the students` motivation and reading narrative text and to get the data to prove the theory. the instrument in this research is reading and questionnaire. finding and discussion the data obtained from result of posttest both groups (experimental and control). the posttest accomplished to the both groups after the instruction of the material finished. by having the post-test to the students at the end of instrument and get further explanation, the researcher known how the comparison between the two types of personality in reading and motivation. after obtaining the score from both groups, the researcher tried to find out the statistical analysis such us normality, homogeneity, and 9 manova of the pre-test and post-test. after getting the score of the both groups, the researcher computed result of data of teammates consult strategy group and words splash group. the last process of the statistical analysis was to find out the value of the manova. the data analysis was required when data was collected. in this research researcher used prerequisite test. the prerequisite test was used to measure the effect of categorical independent variables on some dependent variables as well as quantitative data scale. in the prerequisite test, there were several to be tested namely, normality test, homogeneity test, correlation, and multivariate test. (1)the result of the tests based on hypothesis are follows: (1) the effect of teammates consult strategy toward students motivation, the result of motivation of experimental group is 81,04 and control group was 78,00, it means that result for experimental was higher than control group. (2) the effect of teammates consult strategy towards students reading narrative text, the result of reading narrative text of experimental group is 82,54 and control group was 79,09, it means that result for experimental was higher than control group. (3) the effect of teammates consult strategy toward students motivation and reading narrative text, the result of motivation and reading narrative text was experimental group more higher than control group based on table of descriptive statistic. (4) the effect of teammates consults strategy toward students motivation and reading narrative text, based on the result of the analysis shows that there were differences in the level of motivation and reading narrative text at the third semester by using teammates consult strategy with significance 0.000 < 0,05. (5) there is no correlation toward students motivation and reading narrative text, based on the result of analysis about correlation in table 4.6 the result of motivation and reading narrative text for experimental was 0,183 and control group 0,203 there was no correlation because it was more 0,05. normality test was purposed to test whether in a test of t-test has normal distribution or not, if the level of significance was greater than 0,05 meaning that the data was normal, and if the level of significance was less than 0,05 meaning that the data was abnormal. the reading for data interpretation was from the output data in sig column. there was a number that shows the level of significance obtained. to determine the homogeneity used guidelines significant level α = 0.05. if the significance obtained by α, then the variance of each sample is the same which means homogeneous. however, if the significance obtained by <α, then the variance of each sample is not the same or it can be notified the data is not homogeneous. the hypotheses tested in this homogeneity. manova was requires that the variant/ covariance matrix of the dependent variable be the same. the result of homogeneity test of variants/covariance matrix seen from box’s test, if box’s m was significant then the null hypothesis that the variant/covariance matrix of the same dependent variable was rejected. based on the table above the value of box’s m = 3,735 with the significance of 0,313 and f of 1,188 with df1 of 3 and df2 of 410422,860. if the level of significance research 0,05, then the value of box’s m obtained is not significance because the significance obtained 0,313 more than 0,05. meaning that h0 is accepted because significance is 0,313>0.05. thus the null hypothesis is accepted. means that the variant matrix of the same dependent variable, so the manova analysis can continued. if the significance was less than 0,05 (<0,05), so there was a correlation. the result of the research is more than 0,05, in the table of correlation the result of motivation and reading narrative text was 0,183.it means that the result of correlation between motivation and reading there was no significant correlation. conclusion based on the discussion in the chapter fourth about the effect of teammates consult strategy towards students’ motivation and reading narrative text at fpbs ikip mataram, the result of motivation in experimental group 10 for post-test was 81.04 and control group was 78,00 and the result of reading narrative text for experimental group was 82,54 and control group was 79,09, the result of motivation and reading narrative text for experimental group was higher than control group, it showed that experimental group that treated by teammates consult strategy has motivated students than words splash strategy in teaching learning process, because teammates consult strategy was an effective strategy to use for problem solving and concept development situation and there is no correlation between students’ motivation and reading narrative text at fpbs ikip mataram, it showed that the result of correlation for motivation and reading narrative text was 0,189, it means there was no correlation between motivation and reading narrative text because the result more than 0,05. references bellman, lonnie., brian hoey., & chris mikles. (2006). study team strategies. college preparatory mathematic. retrieved december, 26, 2017 from www.cpm.org. brown, h. d. (2004). language assessment principle and class room pratices. london: addwason wesley logman, inc. caroline, t. l. (2005). practical english language teaching: young learners. new york: mcgraw-hill companies, inc. chersia, windi., radjab, desmawati., & refnaldi. (2015). “effect of “give one get one” strategy and motivation on students’ reading comprehension of narrative text at grade x of sman 7 padang 2014/2015 academic year. retrieved january 17, 2018 from http://ejournal.unp.ac.id/index.php/elt/ar ticle/view/4625. ernawati. (2014). the effectiveness of sq3r in teaching reading at the second grade students’ of smpn 4 jonggat in the academic year 2013/2014. unpublished thesis. english department: ikip mataram. grabe, w., & stoller, f. l. (2011) teaching and researching reading, second edition. great britain: pearson education limited. harmer, jeremy. (2001). the practice of english language teaching (4 th edition). new york: associated companies throughout the world. hughes, arthur. (2003). testing for language teacher (2 nd edi). cambridge: university press. imran, fathurrahman,. & sumarni. (2016). handout of elt material development. mataram. ikip mataram. khotari, c.r. (2004). research methodology and technique. new delhi, international publisher. oosterhrof, albert. (2003). developing and using classroom assessment. merrllion prentice hall: new jersey. putri, meiriza. (2014). “the effect of teammates consult strategy toward students’ reading comprehension a study at the second grade of (ips) students of sma pgri 1 padang”. retrieved december 23, 2017 from http://jim.stkip-pgrisumbar.ac.id/jurnal/view/dk6d. richard johnson. (2007). applied multivariate statistical analysis (6 th edi). pearson education inc. richardson, j.s., morgan, r.f., & fleener, c. (2009). reading to learn in the content areas.7 th edition. saputra, teguh arya. (2016). the use of line drawing to improve students’ motivation in learning vocabulary mastery at smp 3 batukliang in academic year 2016/2017. unpublished thesis. english department: ikip mataram. smith, john. (2017). motivation questionnaire: my skill profile. sugiyono. (2013). metode penelitian kuantatif kualitatif dan r&d. bandung: cv alfabeta. http://www.cpm.org/ http://ejournal.unp.ac.id/index.php/elt/article/view/4625 http://ejournal.unp.ac.id/index.php/elt/article/view/4625 http://jim.stkip-pgri-sumbar.ac.id/jurnal/view/dk6d http://jim.stkip-pgri-sumbar.ac.id/jurnal/view/dk6d 11 sugiyono. (2016). statistical untuk penelitian. bandung: alfa beta. suharsimi. (2013). prosedur penelitan suatu tindakan praktik. jakarta: pt. rineka cipta. wood, k.d., & blaton, w.e. (2009). literacy instruction for adolescents. usa: the guilford press. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2345 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.18-24 18 the correlation between students’ motivation and learning grammar siti syafi’atul qomariyah english department, fpbs ikip mataram sitisyafiatulqomariyah@ikipmataram.ac.id abstract this correlation research aimed to find out whether there is correlation between students’ motivation and learning grammar. the population of this research was the students at the second grade students of mts al-muslimun nw tegal, which consisted of 104 students. the sample of this research used one class which consisted of 26 students. the sampling technique used simple random sampling. the instruments of this research used grammar test and questionnaire. the result of the analyzed showed that the value of r-test (0.880) was higher than r-table (0.388), in 0.05 of significant level. based on the result of the study, it could be concluded that there was correlation between students’ motivation and learning grammar. in other words, alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. keywords: correlation, student’s motivation, and learning grammar introduction learning is one of complex problem that influenced by many aspects. one of aspects is motivation. motivation is probably the most frequently used catchall term explaining the success or failure of virtually any complex task. nancy (2013: 23) said that motivation is the act or process of providing a motivating that can cause a person to take some action. in the classroom context, the concept of students’ motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may not be the ones desired by their teachers. student’s motivation is rooted in students’ subject experiences, especially those connected to their willingness to engage in learning activities and their reason for doing so. students’ motivation in leaning can be up and down. according to harmer (2001: 51), there are four sources that effect students motivation in learning those are a). the society; outside any classroom, there are attitude to language learning and the english language in particular. all of language learning will affect the students’ attitude in the society to the language being studied whether the attitude is positive or negative, b). significant others; apart from the culture of the world around the students, their attitude to language learning will be greatly affected by the influence of the people who are close them. the attitude of the students’ peers is crucial. if the students’ critical of the subject or activity, the students’ own motivation may suffer. if there are enthusiastic learners, however, they may take the student along with them, c) the teacher; in this case, although teacher is using similar method or technique in teaching learning but the results can be different. the teachers need to make the course interesting and make the students participate in learning process, d). the method; the methods by which the students are taught by the teacher have to 19 have some effect on their motivation in learning. according to harmer (2001: 51), there are four sources which have effect toward students’ motivation in learning, namely (1) the society, outside any classroom there are attitude to language learning and the english language in particular. all of language learning will affect the student’s attitude in the society to the language being studied whether the attitude is positive or negative., (2) significant others, a part from the culture of the world around the students, the attitude to language learning will be greatly affected by the influence of the people who are close them. the attitude of the students’ peers is crucial. if the students’ critical of the subject or activity, the student’s own motivation may suffer. if there are enthusiastic learners, however, they may take the students along with them., (3) the teacher, in this case, although teacher is using similar method or technique in teaching learning but the results can be different. the teachers need to make the course interesting and make students participate in learning process., (4) the method, the method by which the students are taught by the teacher have to have some effect on their motivation in learning. there are many ways that teachers have done to increase students’ motivation. they used various teaching method, teaching strategy, and teaching model. as teachers know that motivation is one of factor which supports student’s learning especially when they are learning english grammar. the researcher also found the problem of motivation especially in learning grammar when researcher conducted observation at mts almuslimun nw tegal. the students thought that grammar was very complex and so hard thought. grammar is one of component in four skills such as listening, speaking, reading, and writing. in teaching grammar, there are so many rules that must be pid attention when someone wants to master grammar itself. someone who can master the grammar, they should make differences between the kind of elements in grammar. the element of grammar is tenses. according to decapua (2008: 1) explain that grammar is a set of rules. grammar is also often linked to both explicit and implicit criticisms of people’s use or “misuse” of language, which may have created a sense of resentment or frustration with the notion of grammar. generally, grammar or structure is sometimes defined as the way words are combining or put together to make correct sentence. we can, however, apply the term, grammatical to the unit which is smaller than sentence (greenbaum and nelson, 2002: 1). based on the definition above, it can be concluding that grammar is set of rules that describe how words and groups of words can be arranged to form sentences in a particular language. there are four indicators of grammar according to fiklestain (2010: 14) : (1) sentence. a sentence is the largest independent units of grammar; it begins with capital letter and ends with period, question mark or exclamation point. a sentence is grammatical unit between the constituent parts of which distributional imitational limitation and dependencies can be established, but which can itself be put into distributional class., (2) morpheme. in linguistics, morpheme is the smallest grammatical unit in a language. in order words, morphemes are the smallest 20 meaningful unit of a language. a morpheme is not identical to a word, and the principle difference between the two is that a morpheme may or may not stand alone., (3) phrases. a phrase is small group of words that adds meaning to sentence because it is not a complete idea with a subject, verb, and predicate, in other words, phrase is any groups of words which does not have subject and predicate., (4) clauses. a clause is group of words that includes a subject and predicate, clause also a part of grammar whereas a grammar is set rules that can be arranged how to make sentence into the language. a clause can be distinguished from a phrase, which does not contain subject and verb. research method this research is correlation design. as describe by sukmadinata (2013: 53) correlation is a research study aimed to determine the correlation between one variable with another variable. this research is the second grade students of mts al-muslimun nw tegal which consist of 104 students. the total sample is 26 students. the instrument of this research used questionnaire to know students’ motivation which consisted of 20 questions and grammar test consisted of 25 questions. to analyze the data use of count up tricks for each category, for example: strongly agree was 5, agree was 4, undecided was 3, disagree was 2, and strongly disagree was 1. the data analysis used correlation pearson product moment. hypothesis was a tentative answer towards a watchfulness problem until proved from data that gathered. before formulating the hypothesis the researcher firstly needed to state about the hypothesis as whats cited by the experts. the hypothesis of the study that the researcher intended to test were: (1) alternative hypothesis (ha) stated that there is a correlation between students with high motivation had grammar higher than students who had low motivation, (2) null hypothesis (h0) stated that there is no correlation between students with high motivation had grammar higher than students who had low motivation. finding and discussion research finding the findings obtained when the researcher was conducted at mts almuslimun nw tegal. in finding the data, the researcher designed the study based on the questionnaire and grammar test. 1. the result of questionnaire the researcher used questionnaire to measure students’ motivation when they are taught used grammar. the questionnaire was given to the students of viii a of mts al-muslimun nw tegal in academic 2017/2018 which consist of 26 students. from that raw score, it was found that the highest score of students was 86; the lowest score of students was 51. further, student’s score of questionnaire. 18 table 1 score of questionnaire the result of questionnaire showed that 11 students (90%) have very motivating category, 7 students (75%) is slightly motivating category, and 8 students (40%) is neutral. it showed that students at mts almuslimun nw tegal have high motivation when they are taught grammar. further, study the following score interpretation of motivation. table 2 score interpretation of motivation category students percentage very motivating 11 90% slightly motivating 7 75% neutral 8 40% slightly 0 0% demotivating very demotivating 0 0% 2. the result of grammar test based on the result of computation, it was found that the result of students’ grammar test was neutral category. it proved by there are many students got average score, only one student got high score 83 and two students got 58. further, study of following frequency distribution. 22 table 3 frequency distribution of grammar test figure 1. histogram and polygon of grammar test 3. the result of descriptive analysis the research computed descriptive analysis to know mean score, standard deviation, mode and median both of questionnaire and grammar score. further, study of following statistics. table 4 statistics var00001 var00002 n valid 26 26 missing 0 0 mean 73.2692 70.5000 std. error of mean 1.75109 1.24437 median 72.0000 72.0000 mode 72.00 68.00 a std. deviation 8.92886 6.34508 sum 1905.00 1833.00 a. multiple modes exist. the smallest value is shown based on the table above, it could be seen that mean score of questionnaire is 73, grammar is 70. standard deviation of questionnaire is 8.93 and grammar is 6.34. median of questionnaire and grammar is similar 72. mode of questionnaire is 72 and grammar is 68. 4. testing hypothesis table 5 correlations var00001 var00002 var00001 pearson correlation 1 .880 ** sig. (2tailed) .000 n 26 26 var00002 pearson correlation .880 ** 1 sig. (2tailed) .000 n 26 26 **. correlation is significant at the 0.01 level (2tailed). based on the result of computation, it could be showed that r-test is 0.880. it means that there is high correlation between students’ motivation and learning grammar. then, the researcher compared the value of r-test nd r-table with degree of significant of 0.05. the value of r-test is higher than r-table (0.880 > 0.388). thus, the result of implicity that there is a correlation between students with high motivation had grammar higher than students who had low motivation. it means that null hypothesis (h0) is rejected and alternative hypothesis is accepted. discussion related to the result of this study, high or low motivation also had relationship with students’ achievement of grammar. this happened because it was influenced by students’ motivation in learning. according to harmer (2001: 51), 23 there are four sources which have effect toward students’ motivation in learning, namely (1) the society, outside any classroom there are attitude to language learning and the english language in particular. all of language learning will affect the student’s attitude in the society to the language being studied whether the attitude is positive or negative., (2) significant others, a part from the culture of the world around the students, the attitude to language learning will be greatly affected by the influence of the people who are close them. the attitude of the students’ peers is crucial. if the students’ critical of the subject or activity, the student’s own motivation may suffer. if there are enthusiastic learners, however, they may take the students along with them., (3) the teacher, in this case, although teacher is using similar method or technique in teaching learning but the results can be different. the teachers need to make the course interesting and make students participate in learning process., (4) the method, the method by which the students are taught by the teacher have to have some effect on their motivation in learning the existence of motivation was very important in improving the ability of students and facilitated to achieve what the objectives for the students themselves. conclusion based on the data obtained and analyzed in the finding nd discussion above, it is clear that students with high motivation level have high grammar and students with low motivation have low grammar. this can be proved by mean score of questionnaire and grammar test. the researcher comes to the conclusion that there is correlation between students with high motivation had grammar higher than students who had low motivation. it means that null hypothesis (h0) is rejected and alternative hypothesis is accepted. references ary, donald. jacobs, lucy c., & razavieh, asghar. (2002). introduction research in education sixth edition. united states of america. broughton, g., brumfit, c., flavell, r., hill, p., & pincas, a., (2003). teaching english as a foreign language. the taylor & francis elibrary. brown, douglas, h. (2001). teaching by principles an interactive approach to language pedagogy second edition. san francisco state university. decapua, andrea. (2008). grammar for teachers a guide to american english for native and non-native speakers. new york: springer science & business media, llc. greenbaum, sydney & nelson, gerald. (2002). an introduction to english grammar. sydney: longman. harmer, jeremy. (2001). the practice of english teaching. third edition. essex: pearson eduction ltd. kothari, c.r. (2004). research methodology methods and techniques (second revised edition). former principal, college of commerce university of rajasthan, jaipur india. nancy h.s. (2013). management and motivation. jones and bartlett publishers. richards, jack c. & renandya, willy a. (2002). methodology in language 24 teaching: an anthology of current practice.cambridge university. sukmadinata, nana syaodih. (2013). metode penelitian pendidikan. bandung : pt. remaja rosdakarya urdan, timothy, c. (2011). statistics in plain english third edition. santa clara university new york. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2291 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.34-39 34 comparative study between sasaknese and english affixation to improve students’ vocabulary mastery baiq zuhrotun nafisah 1) , sugianto 2) , taufik suadiyatno 3) faculty of language and art education mataram institute of teacher training and education baiq.nafisa@gmail.com 1) , sugianto@ikipmataram.ac.id 2) , taufiksuadiyatno@ikipmataram.ac.id 3) abstract the research is aimed at finding out the distinctive between sasak language and english language affixation in which this is the starting point of investigating whether or not it has some similarities or may differences. the similarities will bring the easiness to the students while the differences will bring the difficulties. the result of the study is very particularly aimed to improve students‟ vocabulary mastery during the classroom teaching action. hopefully, it will bring some positive effect on students‟ mastery regarding to the worse condition of vocabulary mastery. the interview was conducted closely to the research participants to dig up the information on how the affixation might change the meaning of particular word in sasak language which then confirmed to that of english language have. the data collected through the interview process then will be transcribe and reduced based on research need for the sake of answering the research question. the research conclusion was made based on data finding during the field interview process. the research result than applied in the classroom teaching practice and published widely on journal of english language teaching. keywords: sasak, english, affixation, vocabulary mastery introduction english is the most dominant language which is spoken by almost all countries all over the world, even english called as the international language for its role to connecting the people who use different languages. english is used as a medium of conveying knowledge, as the proof lets we have a look into the libraries, there are a lot of books are written in english, the research are written in english, some science also written in english, even all product in our environment also written in english. so, english is completely needed for learning various kind of knowledge such as science, history, culture, politics, and economy. concerning the existence of english in the world then, in indonesia, english was considered as the most important foreign language taught at almost all levels of school. it has been studied as a compulsory subject at elementary school, junior high school, senior high school, up to university; even english has become one of the three subjects that should be passed by all students in national examination. this fact proved that english has played a very important role among the education in indonesia. learning english cannot be separated from learning vocabulary or mastering vocabulary, because it is one of the most significant elements of language which functions to express what the speaker want or need. it is impossible for the students to be able to speak without mastering the vocabulary what would they say if the students have no vocabulary at all. reading without mastering vocabulary used in the text is the same with reading without knowing what you read for mailto:baiq.nafisa@gmail.com mailto:sugianto@ikipmataram.ac.id2 35 because you cannot grasp what messages actually deliver in the text. that also happen in speaking and listening, one cannot grasp the messages deliver by someone through his/her speech till you know the vocabularies have just said by the speakers. thus, it can be inferred that the more students‟ vocabulary mastery the better students‟ english (listening. speaking, reading, and writing). because those four skills also need to be supported by vocabulary mastery which construct each element of those skills. most of english teacher admitted that it is not easy to teach english since teaching english as a foreign language still faces a lot of problems. those problems found commonly come from the teaching and learning process which involve problem in method of instruction, teaching media, materials and method of teaching or teaching strategy. one of endeavors made through the research which is aimed at enriching the learning material of english and even to compare and contrast between students‟ mother tongue and target language being learned. the statement of the problem of the research is “what are the differences between affixation made in sasaknese and those which is made in english language?” meanwhile the objective of the research is to find out the differences between affixation made in sasaknese and those which is made in english language. particularly, this research was focused on finding out the differences between affixation made in sasaknese and those which is made in english language. review of related literature without grammar very little can be conveyed, without vocabulary nothing can be conveyed. this is how the linguist david wilkins summed up the importance of vocabulary learning. his view is echoed in this advice to students from a recent course book “if you spent most of your time studying grammar, your english will not improve very much. you will see most improvement if you learn more words and expression. you can say very little with grammar, but you can say everything with words” (scoot thombury: 2002: 13) sasak language is spoken primary by about two millions “dengan sasak” sasak speakers‟ who majority lived in lombok island and used as the “mother language” the first language in daily conversation, and commonly grouped into “bahasealus” and “bahasebiase” where bahasealus is the property of the “menak” noble group which has lexical differentiation for the high style, and bahasebiase refers to ordinary group actually in sasak language (which is manifested in a range of regional and social variety) has various kinds of dialect that sometimes intelligible between others dialect. based on the data, sasak language divided into seven dialects, evidently take look on this data below: kuto-kute (around bayan, and north sasak) ngeto-ngete (around suralaga and sembalun) meno-mene (around praya, central sasak) ngeno-ngene (central east to north coast, and central west coast sasak) mriak-mriku (central south sasak around bonjeruk, sengkol, and pujut) menu-meni (central, and shout east sasak) menung-mening (central east sasak) 36 these indicated that the term “sasak” always refers to regional variation the interest in examining sasak morphological process arises from the fact that there are some questions which related to the word construction in sasak language and made the author become insisted to explain through writing activity and now exist as this working paper. in sasak language also found one term that we couldn‟t found in english language and gave more sense of interesting to examine this language. the term that mentioned previously is „konfiks”, where the word constructed by adding two affix there are prefix in the beginning and suffix in the end whereby adding both of these affix will change the meaning of previous word at all. lastly, hopefully, this working paper represent the anxious of the other ethnic who has another language but really want to know more about sasak language, and self-satisfaction of the author who has accomplished this very challenging project use as the value experience for the first time constructing and explaining my own language into the other language. research method the research design used in this study is descriptive qualitative; ethnography study. the kind of the study itself, ethnography study is the systematic study on particular ethnic, society behavior, or culture of particular group of people. it is designed to explore cultural phenomena where the researcher observes society from the point of view of the subject of the study. thus, an ethnography study is a means to represent graphically and in writing the culture of a group, while the report of the research reflects the knowledge and the system of meanings in the lives of a cultural group. this research was conducted at bayan, north lombok, west nusa tenggara. bayan is a region with particular ethnic who live there still defense the unique of language, culture and ethic among the society. with this special characters of the society, the ethnic then fulfill the criteria to be the place or the research setting where the research will be conducted. bayan people use one unique dialect that seems different from any other ethnic live in lombok. bayan ethnic use kuto-kute dialect in their speaking between member of the society. anyway, the word “bayan” is taken from arabic language that the first moslem religions come to lombok warta (2010: 51). dialect kuto kute spread across northern of lombok, starting from the around meninting to the bayan village. the research object of the study is sasaknese or sasak language. sasak language is one of the local languages spoken among sasak people in lombok. it is used as a means of communication by the sasak ethnic group, inhabiting lombok island which make up the majority of the population of lombok. sasak language is the first native language after indonesian, used by most group of people in lombok island in their daily communication. sasak language has various dialects, one of them is kutokute dialect. the dialect has three levels that are according to the use and context: (1) soft language is the language used by a group of nobles. (2) the madya language or intermediate language is a language that has been entered by soft language, used by middle class. (3) ordinary language is the 37 language used by the group or the general public rows of coral in this study, the researcher used interview sheet as the instrument. the interview sheet guided the researcher in interviewing the research participants, giving the information of what should and what should not to be collected in the research, meaning that the data related. in this study the researcher used interview technique to collect the intended data from the research participants. the interview is aimed to dig up the information on how is the meaning influenced by the affixation added into the steam of the words in sasak language which then compared to the same way in english affixation, or might be the vice versa. the result of this comparison will be used as the evidence in teaching english vocabulary in the classroom teaching practice. finding and discussion the similarities and the differences of affixation in sasak language kuto-kute dialect and english language in terms of the form and meaning are classified according to the scope of the study and research findings found out in this research. these similarities and differences of both languages‟ affixation are briefly presented and discussed in the lines that follow. prefix: prefixes in sasak language kutokute dialect has 4 prefixes. they are /te-/, /pe-/, /be-/, /me-/. while in english it has also 4 prefix, they are /un-/, /dis-/, /de/, /re-/. it can be show that sasak and english have similarity in terms of the number of prefix. but in terms of meaning and the word classes that can be attached by those prefix are difference. it can be seen from the table below: table 1. sasak and english language prefix sasak language english language prefix atta ched to meani ng prefi x atta ched to meani ng teverb to form passiv e voice reverb “again ” pe nou n, adje ctive “to cause somet hing becom e” en adjec tive “cause to becom e” beverb to form intran sitive verb deverb “oppo site” meverb tellin g about presen t action disverb “apart ” suffix: based on the data which has been analyzed. sasak language has only one suffix, differ from english which has 4 four suffixes, the same number with the prefixes it has. as it can be seen from the table below. it shows that sasak language suffix is /-an/ang/. this suffix can be attached to adjective, verb, and noun. table 2. sasak and english language suffix sasak language english language suffix attac hed to meani ng suff ix attac hed to meaning -an / ang adjec tive, verb, noun “causin g” -en adjec tive “make more” -ate boun d morp heme “denotes offices or functions ” -ify adjec tive “put into”, “become ”, 38 “provide wih” -ize adjec tive, noun “put into” “become ”, “provide wih” simulfix: sasak language kutokute dialect has /te-an/ as the combination of prefix /te-/ and suffix /-an/ as it can be seen from the table below. table 3. sasak language simulfix sasak language english language simulf ix attac hed to meani ng si mul fix attac hed to meanin g /te-an/ verb, noun “tellin g passiv e voice”, “put on” based on the finding that shown in the table. it tells that both english and sasak share similarity and differences. conclusion based on the research finding, it is inferred that both sasak and english undergo word-formation process through affixation to form verb. affixation the process of adding a morpheme or affix to a word to create either a different form of that word or a new word with a different meaning. the two primary kinds of affixation are prefix (the addition of a prefix) and suffix (the addition of a suffix) while clusters of affixes can be used to form complex words. sasak and english have prefix and suffix to form a new word, especially for verb words. the prefix both in sasak and english has the same number of prefixes. in sasak, it has prefixes /te-/ in word “tepongkaq”, /pe-/ in word “penerang”, /be-/ in word “beganggu”, /me-/ in word “melampaq” .while in english, it has prefixes /en-/ in word “enrich”, /dis-/ in word “disagree”, /de-/ in word “decompose”, /re-/ in word “return”. in terms of meaning, there one prefixes from both languages that has the same meaning, which those prefixes has function „to cause something to become”, they are prefix /pe-/ in sasak language and prefix /en-/ in english language. both prefixes also can be attached by the same word class adjective. in terms of differences of affixation, english language does not have simulfix like in sasak language. simulfix is a type of affix that changes one or more existing phonemes in order to modify the meaning of a morpheme. based on the finding, sasak has simulfix /te-an/. references abdul, chaer. 2003. linguistik umum. jakarta: rineka cipta. aridawati, ida ayu. (1995). struktur bahasa sasak umum. jakarta: pusat pembinaan creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). upper saddle river, nj: pearson education, inc. departemen pendidikan nasional. (2003). kurikulum 2004: standar kompetensi mata. gama media. 39 mahsun. (2006). kajian dialektologi diakronis bahasa sasak di pulau lombok.yogyakarta. raja, p. (2003) the language of an indonesian child named mika in the telegraphic and simple sentence stages. unpublished doctoral dissertation. malang: universitas negeri malang. sasak dialek kuto-kute. retorika: jurnal ilmu bahasa, vol. 1, no.1. sukri, muhammad. (2015). [men] sebagai afiks derivasional dan infleksional dalam bahasa pelajaran bahasa inggris sekolah menengah atasdan madrasah aliyah. jakarta: departemen pendidikan nasional. suryati, n. (2005) teaching various monologue texts. a paper presented in one-day workshop on making the most of various monologue texts in the teaching of english. malang. state university of malang. warta, i ketut. (2011). nominal and verbal in dialect sasak kuto-kute bayan, west lombok. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 90 using classroom-environment approach in developing the students’ speaking skill at mts nw tegal agus salim (1) , jumadil (2) (agus.agsurfa@gmail.com (1) , jumadil.adilo@yahoo.co.id (2) ) faculty of education for language and art (fpbs) mataram institute of teacher training and education (ikip) abstract this study is aimed to prove that building students’ (mts nw tegal) abilities in english is easy. it can be proved from the analysis results before and after the research conducted. the early observation results show that the subject (students class ii b) found any difficulties in expressing their ideas by using english. it is proved when they are demanded to introduce themselves, ask and answer the questions. to solve the problem the researcher applied classroom-environment approach. this research was conducted as long as one semester. the processes were started by doing the early observation and pre-test, then continued with teaching-learning process, and ended post-test. reording was used to collect the data of the study. the recording was analyzed in three procedures, reduction, display and conclusion. the analysis results prove that the students’ abilities in speaking change significant. keywords: classroom-environment approach, the students’ speaking skill. introduction english is a language that everyone needs it. therefore, all levels academic in indonesia put it as the one of the most important subject to teach. the teachers applying many strategies to easier the students understand and able to use it. however, in teaching and learning process the teachers and students encounter some problems, especially in speaking. it is proved by the early observation results that the students of mts nw tegal found some difficulties in speaking; 1) they got problem in producing, pronouncing english words, 2) they also do not understand and answer the english question. these problems then, caused by some factors; they learn english is the only at classroom and there is not more encourage or motivate from family or teacher to learn further. so, the most of them stated that english speaking is one of the horrible activity to do. then, this second research is the continuation of the first study which stands for the classroom-environment approach. this approach is the newest way in teaching language that focuses on teaching appropriate students’ behavior, creates safe, consistence environment that allows all students to be successful academically, and managing a positive learning in classroom and environment (holmes, 2012). he stated that by journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 91 applying this approach in teaching, there are some advantages for teacher and students; 1) the teacher could create classroom management, 2) the teacher also help create wellmanaged classroom by identifying and teaching desirable behavior to students, 3) and the most interesting is teacher and students could create teaching and learning process as not in classroom, but in their social environment. the researcher formulated two statement of the problems that read “how is the classroom-environment developing the students’ speaking skill at mts nw tegal?” and “what extent the classroom-environment develop the students’ speaking skill?” method this study deals with classroomenvironment approach in teaching speaking (holmes, 2000). this qualitative research has been conducted in designing classroom as the students’ environment. the researchers applied some strategies as long as teaching and learning process; building the physical environment in the classroom, creating a positive climate. these strategies will be done as the earlier process in collecting data. meanwhile, the data will be gathered through some process; observing recording, interviewing, and looking at the documents. next after that, the data will be analyzed by reducing, displaying and giving the conclusion as the final process of the study (miles and huberman, 2012). this study was conducted at mts nw tegal with 17 of students that have special problems especially in learning english; they have no more motivation in listening, reading, writing and speaking, consequently they did not get good score in each semester. therefore, the main data that had captured by the researcher are the utterances produced by them as long as the data collected. the data had conducted through, observation, recording, interviewing and looking at documents. in doing these activities the researcher collaborated with the real teacher and one observer. in doing the observation the researcher applied two procedures structured and unstructured observation (hopkins, 1993:100). in structured observation the researcher prepared the meeting schedule, and the filed-notes. while, in unstructured observation the researcher used the field-notes to write the non-verbal data. there were two activities that the researcher applied in this step, they are recording and transcribing. the process of recording had been done since the first day of the observation in the class. the data are students’ verbal interaction. it was done to ensure that all interactional conversations as long as teaching-learning process in the class understood. then, the recording were transformed in the form of text. the interview was conducted in three times as long as the data collection. the first, the students were interviewed at the beginning of the study, it was done capture the students’ early ability in journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 92 producing their ideas (pre-test data). in the middle of collecting data process, it is done as the evaluation before and after the classroom-environment applied. finally the interview at the end of the study (post-test data). as an additional data the researcher also look at some document that related to the students, such as the syllabus, lesson plan. these are considered may help the researcher to get further information about the ways of teachers in manage the teaching and learning in the class. the data were analyzed some procedure suggested by miles and huberman (2012) data collection, data reduction, data display, and conclusion. after collecting the data, both main and additional data were transcribed and organized to discard the irrelevant data. next after that the selected data displayed in narrative as the findings at chapter four. as the last process of analyzing the data is conclusion or verified. finding the data were taken from 15 persons; two students did not attend the class. to get the data they were invited to introduce and tell their daily activities. then at this chapter to hinder the repetition of data description the researchers present 7 of the students’ and other data could be seen on appendices. the data displayed in the form of dialog, speech text, then analyzed and discussed. sample 1 at pre-test: hello my..my…my full name is…is..is izul bayani (izyl uiyi) aaaaamm my….my call name is izul aaaaam dari desa tegal village my umur …. apa empat 14 bahasa inggris pak.. oh ya fourteen years old my..my hobby is banyak pak amm.. main bola nonton tv dan lain-lain pak my amm cita-cita.. oh ya ambition is mmm apa ya… oo ya teacher i am class special mts. nw tegal dan kelas dua… ya second year. thank you ok i will tell you daily activity saya bangun… i get…i get.. up in the morning and then i am go to bath room for mandi apaaa ya take apa ya take bath dan saya berpakaian ha ha ha (laugh) take uniform. i am go to school for for for…study, and i am.. i am.. in the class after that i am study and after that i am go home. after that i directly lunch and then i am sleep. after wake up i am directly pray asar. after pray asar i am directly go home. after that i am playing football. after that i am take a bath. and then i am praying magrib. after that i am reading al quran at house mr.afgan. after read al-quran and i am go home and dinner. after that i am spend the night. tabel 1. pre-test incorrect and english repetition indonesia and english bahasa indonesia 1. my..my…my full name is…is..is 1. aaaaam dari desa tegal village 1. banyak pak amm.. main journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 93 2. aaaaamm my….my call name is 3. my..my hobby is 4. i get…i get.. up 5. i am go to bath room 6. i am go to school for for for 7. and i am.. i am.. in the class 8. i am study and after that i am go home 9. after that i am take a bath 10. and i am go home and dinner. after that i am spend the night 2. my umur …. apa empat 14 bahasa inggris pak.. oh ya 3. my amm cita-cita.. oh ya ambition is mmm apa ya 4. i am class special mts. nw tegal dan kelas dua… ya second year 5. for mandi apaaa ya 6. take apa ya take bath 7. take bath dan saya berpakaian ha ha ha bola nonton tv dan lainlain pak 2. saya bangun the sample above shows that the student saying the sentences inappropriate way; it was identified that there are ten sentences are incorrect and getting repetition, seven sentences are mixing and two sentences in bahasa indonesia. whole words are not pronounced in exactly ways and repeated. sample 1 at post-test hello my full name is izul bayani (i z u l b a y a n i) my call name is izul my hobby is playing football my ambition is teacher i am 14 years old now i am from tegal village i am in special class of mts. nw tegal second year. thank you i will tell about daily activity i wake up at 5 in the morning ( subuh). i go to bath room to take wudu (ritual ablution). after that wudu i go to mosque to pray subuh. after pray subuh i directly go mr. afgan for reading al qur’an. after reading al qur’an i go home. until my house i directly go to take bath. after take a bath i wear pramuka uniform. after wear pramuka uniform i directly breakfast. after breakfast i go to school. after school i go home. i listen azan (a call to prayer), i directly go to mosque for pray zuhur. after pray zuhur i go home, until house i directly lunch. after lunch i directly take a nap, at 4 o’clock i directly go to bath room for take wudu for pray asar. after pray asar i go home, and then i go home until house, until house i playing football. after playing football i come back. i will tell you about my family’s name my father name is fajri, and my mother name is marina, brother name is saifudin, and my sister is muliani. my father working is fishing, that’s all. thank you journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 94 table. 2 post-test data incorrect and english repetition indonesia and english 1. i will tell about daily activity 2. my father name is fajri 3. brother name is saifudin 1. i go to bath room to take wudu 2. after that wudu i go to mosque to pray subuh 3. after pray subuh i directly go mr. afgan 4. after take a bath i wear pramuka uniform 5. i listen azan 6. i directly go to mosque for pray zuhur 7. after pray zuhur i go home 8. i directly go to bath room for take wudu for pray asar table.3 evaluation students’ score no nama grammar and vocabulary pronunciation speaking score 1 izul bayani 75 70 a 2 hilman humaidi 88 85 a 3 m. alfin 75 70 a 4 mulyadi 70 70 b 5 sabli 68 70 b 6 salman alfarizi 65 65 b 7 rian agatha 67 65 b the table shows that the students’ score at grammar and vocabulary, pronunciation, with speaking scoring between b and a. it means that the students’ abilities at vocabulary, grammar, pronunciation are getting better than before the research conducted. the seventh students are representative of the whole students, with the school evaluation score at all items are 70 to 80, so it could be categorized that they are successful in learning speaking. conclusion regarding the result of the study, the researcher concludes the following conclusion: the first conclusion is that the analysis results show that teaching speaking by using classroom environment approach could increase the students’ ability in speaking. at the beginning they found many difficulties journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 95 in expressing, asking or answering the question, then after the research conducted their vocabulary, grammar and pronunciation are getting better. the recording results could be seen on the data pre-test and post-test summary, student number one on pretest getting errors at 10 sentences, meanwhile at posttest he got two incorrect uttering and this improvement also supported with the result of final test evaluation, he got a. other students also have similar development, however sometimes they say their words incorrect ways and in bahasa indonesia. the second conclusion is that the students’ ability and confident in telling their ideas indicate that they did not find any difficulties in saying, asking or answering the question from the teacher, peers or other people. by having these results, so it can be concluded that this strategy is very good in developing the students speaking skill especially junior until senior high school. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 96 references bygate, m. (2002). effects of task repetition on the structure and control of oral language. london: longman. burns, a ., & joyce, h. (1997). focus on speaking. sydney: national center for english. language teaching and research. carter, r., & comblet . (2001). exploring spoken english. cambridge: cambridge university press. foster, p. (2001). rules and routines: a consideration of their role in the task based language production of native and non-native speakers. london: longman. howarth, p. (2001). process speaking: preparing to repeat yourself. met. v, 10, no.1. jones, v., & jones, l.s. (1986). comprehensive classroom management: creating positive learning environments. (2nd ed.). boston: allyn and bacon. mcdonough, k., & mackey, a. (2000). communicative tasks, conversational interaction and linguistic form: an empirical study of thai. foreign language annals. miller, l. (2001). a speaking lesson. how to make the course book more interesting. met. nunan, d. (1989). designing tasks for the communicative classroom. new york: cambridge university press. shiamaa abd el fattah torky. (2006). the effectiveness of a taskbased instruction program in developing the english language speaking skills of secondary stage students. curricula and methods of teaching english as a foreign language. the national center for educational research and development. turkey. smith, katsiyannis. (2004). creating a classroom-environment that promotes positive behaviors. council for exceptional children. parxis. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2348 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.35-40 35 the effectiveness of using preview, question, read, reflect, recite and review (pq4r) toward students’ critical thinking ability on reading comprehension terasne 1) , nanang sugianto2) fpbs ikip mataram terasne@ikipmataram.ac.id 1) , nanangsugianto@ikipmataram.ac.id 2) abstract this research was aimed at knowing the effectiveness of using preview, question, read, reflect, recite and review or pq4r toward students’ critical thinking ability on reading comprehension at second grade students at sman 1 batulayar in academic year 2017/2018. this research was an experimental research and the design was quasiexperimental nonequivalent design pre-test post-test design. the sample all of students at second grade and the total number was 24 students in which consisted of two classes. where ii-a consisted of 12 students and ii-b consisted of 12 students. the class divided into two groups, namely experimental group and control group. the data was collected by using pre-test and pos-test. the instrument of this research used was reading test inform of multiple choice test. the technique that used to analysis the data was t-test formula. from the data analysis, it found that the result of t-test (1.41) was lower than t-table (1.714). the mean score of experimental group in post-test was (19.16) and the mean score of pre-test was (7.08). based on the result of the research, it can be concluded that the used of pq4r has not effective toward students’ critical thinking ability on reading comprehension at second grade students of sman 1 batu layar in academic year 2018/2019. keywords: reading, critical thinking, pq4r introduction reading is one of the important english skills besides listening, speaking and writing. reading is an activity to find out information from the text. max coltheart (1970: 1) states that reading is an information processing, transforming print to speech, or print to meaning. by reading, ones will know everything whether it is command, prohibition, recommendation, job vacancy, news, etc. besides, reading us also very helpful to increase ones’ knowledge because almost all of the information and instruction are in written form, for instance: education, technology, science, and communication, trade etc. at school, reading is very important for students because by comprehending reading the students will be able to increase their knowledge on culture. one the keys for acquiring language are through reading and by reading a reader may read the best books and other media that are very important point information to increase our capability and to get many ideas. clearly, reading was an essential aspect of self-preservation in dynamic society. in fact, the students found difficulties to comprehend their skill, especially in english reading text. because this reason, a student should use critical thinking strategy. a reality shows that the result of senior high school has not been satisfactory especially the english teacher who teaches reading comprehension at sman 1 batu layar west of nusa tenggara. it because of their teachers in mailto:nanangsugianto@ikipmataram.ac.id2 36 teaching learning process using a conventional strategy such “read and answer” question on the text itself. so, there were students often found the difficulties to identify arguments, finding arguments, looking for words as clues, exercise in finding arguments, etc. it might be difficult to achieve if they are not serious in their learning process at their school. such as that reason the researchers would like to investigate a research entitled “the effectiveness of using preview, question, read, reflect, recite and review (pq4r) toward students’ critical thinking ability on reading comprehension at second grade students of sman 1 batu layar in academic year 2018/2019”. research method the design of the research was a quasi-experimental nonequivalent design. based on sugiyono (2013) that the quasi nonequivalent group experimental is when the experimental group and control group not selected randomly and the treatment in experimental group use pq4r and the control group use pre-questioning. table 1 the design of research group pre-test treatment posttest experimen tal r1 t1 pq4r (x1) t2 control r2 t1 prequestioning (x2) t2 where: r1 : experimental group t1 : pre-test x1 : treatment by using pq4r t2 : post-test r2 : control group t1 : pre-test x2 : treatment by using pre questioning t2 : post-test population arikunto (2010) stated that the population was the whole of the research subject. based on the definition above, the researcher found that the population of this research was at second grade of sman 1 batu layar lombok barat in academic year 2018/2019. then, the students were divided into two classes where each consisted of experimental group was 12 students and control group consisted of 12 students. so the population of the students was 24 students. the population of the grade students can bee is shown in table below. table 2 the descriptive population no. population number of the population 1. class ii-a 12 2. class ii-b 12 total 24 sample the sample of this research was all students at second grade of sman 1 batu layar lombok barat were divided as experimental group and control group and pointed out as experimental group, the researcher used lottery. and based on the result of the lottery ii-a was 12 students as experimental group and iii-b the control group where each class consists of 12 students. instrument arikunto, (2002) said that instrument is a tool of doing research by using a method this research; the researcher used a test as an instrument; therefore, to measure critical thinking ability of students on reading descriptive text the researcher used critical thinking test and multiple choice test on reading. 37 technique of data collection the data were items obtained from the students after doing the test (instrument) given to them; test itself is a method of measuring a person’s ability, knowledge or performance in giving domain. the obtained through pretest and post-test. 1. pre-test in the process of collecting data, the researcher gave a test to the students. the test was given to both of experimental group and control group. treatment used multiple choice consisting of 20 items multiple choice. but control group used multiple choice consisted with 20 items too. the pre-test was intended to know the students’ achievement in students reading ability before the treatment was given. 2. post-test after the teaching process, the researcher gave post-test to both groups. the test was given to both of experimental group and control group. where, the treatment multiple choices applied in the form consisted of 20 items and controls group 20 items too. then, the students selected one of the best answers. finding and discussion research finding the research designed was conducted, at the first step the researchers give pretest, the aim of this test was to find out basic knowledge of students about reading material, at the second the researcher gives a treatment to created students deeply understand on the reading material, at the third the researcher gave post-test, the aim of this test to know students improvement and the last, the researcher gives questionnaire knowing students’ critical thinking ability on reading. here the score of experimental groups on the table below. table 3 the score of experimental group no. initi als pretest (x1) posttest (x2) deviati on (dx) 𝑫𝒙𝟐 1 a-1 45 75 30 900 2 a-2 55 65 10 100 3 a-3 40 50 10 100 4 a-4 55 80 25 625 5 a-5 50 75 25 625 6 a-6 45 70 25 625 7 a-7 35 55 10 100 8 a-8 35 45 10 100 9 a-9 30 55 25 625 10 a-10 45 70 35 1225 11 a-11 50 60 10 100 12 a-12 30 45 15 225 total 𝑋1= 515 𝑋2=7 45 𝐷𝑥 = 230 𝐷𝑋2 = 5350 table 4 the score of control groups no. initials pretest (y1) posttest (y2) devia tion (dy) 𝑫𝒀𝟐 1 b 30 50 20 400 2 b-2 40 40 0 0 3 b-3 10 35 25 625 4 b-4 45 55 10 100 5 b-5 55 55 0 0 6 b-6 45 25 20 400 7 b-7 50 45 5 25 8 b-8 15 20 5 25 9 b-9 45 80 35 1225 10 b-10 35 65 25 625 11 b-11 45 20 25 625 12 b-12 35 45 10 100 total 𝑌1= 450 𝑌2= 535 𝐷𝑌 = 180 𝐷𝑌2= 4150 the descriptive of this research deals with analysis and interpretation of two scores of the test. after counting the deviation scores of experimental groups and control groups, then it continued to 38 analysis and interpretation of the mean deviation of each group as well as the result of the computation of the deviation of two mean deviation scores of each group and the value of “t”. in this case, the researcher followed several integrated steps below to analyze the data. calculating the students’ the deviation scores of two groups: experimental groups (x) and control groups (y). the following formula was applied: 1). the deviation scores of experimental groups (x) dx = x2 – x1 where: dx: deviation x2 : post-test (745) x1 : pre-test (515) so, the deviation score of experimental group was: (230) dx : x2 – x1 dx : 745-515 𝐷𝑋: 230 2) the deviation scores of control group (y) y= y2 – y1 where: dy : deviation y2 : post-test (535) y1 : pre-test (450) so, the deviation scores of control group was: (85) dy = y2 – y dy = 535 -450 𝐷𝑌 =85 calculating the students’ mean deviations score of two variable x and y. the following formula was applied: 1) calculating the students mean deviations score of two variable x and y. the formula was applied: 𝐷𝑋 = 𝐷𝑥 𝑁𝑥 where: 𝐷 x : mean deviation 𝐷𝑥:the total deviation of experimental groups (230) 𝑁𝑥 ∶ total sample of experimental (12) so, the mean scores of experimental group (x) were: 𝐷𝑥 = 230 12 𝐷𝑥 = 19.16 2) .calculating the students’ mean deviation scores of control groups (y).the formula was applied: 𝐷𝑦 = 𝐷𝑦 𝑁𝑦 where : 𝐷 y : mean deviation 𝐷𝑦 : the total deviation of control groups ( 85) ny= total sample of control ( 12 ) so, the mean scores of control group (y) were: 𝐷 y = 85 12 𝐷 y = 7.08 identifying the significance of the deviation scores from two mean deviation scores. the following t-test formula was applied to countering the significance of the deviation scores from two mean deviation scores was : t = 𝐷 𝑥−𝐷 𝑦 𝐷𝑥 2+ 𝐷𝑦 2 𝑁𝑥 +𝑁𝑦 −2 1 nx + 1 ny where: t = t-test 𝐷 x = 19.2 𝐷 y = 7.1 𝐷𝑥2 = 5350 𝐷𝑦2 = 4150 𝑁𝑥= 12 𝑁𝑦 = 12 𝑡 = 19.2 − 7.1 5350 + 4150 12 +12−2 1 12 + 1 12 39 t = 19.2− 7.1 9500 22 2 12 t = 19.2−7.1 431 .82 0.17 t = 19.2−7.1 73.41 t = 19.2−7.1 8.57 t = 12.1 8.57 t = 1.41 questionnaires the researcher was used linkert scale to describe students’ critical thinking ability on reading by using pq4r technique. the researcher elaborated as follow: a. item number 1: the value of this item is (19x5)+(5x4)+(1x3) = 118. item number 1 was percentage 94.4%. b. item number 2: the value of this item is (19x5)+(6x4) = 119. item number 2 was percentage 95.2%. c. item number 3: the value of this item is (20x5)+(5x4) = 115. item number 3 was percentage 92%. d. d.item number 4: the value of this item is (19x5)+(6x4) = 119. item number 4 was percentage 95.2%. e. item number 5: the value of this item is (19x5)+(6x4) = 119. item number 5 was percentage 95.2%. f. item number 6: the value of this item is (24x5)+(1x4) = 124. item number 6 was percentage 99.2%. g. item number 7: the value of this item is (17x5)+(7x4)+(1x3) = 116. item number 7 was percentage 92.2%. h. item number 8: the value of this item is (19x5)+(6x4) = 119. item number 8 was percentage 95.2%. i. item number 9: the value of this item is (15x5)+(10x4) = 115. item number 9 was percentage 92%. j. item number 10: the value of this item is (21x5)+(4x4) =121. item number 10 was percentage 96.8%. discussion based on analysis, it is clear that null hypothesis (ha) is rejected which states: if t-test > t-table in testing hypothesis, (ho): pq4r has not effective on reading at sman 1 batu layar lombok barat in academic year 2018/2019. it was accepted. the analysis and the interpretation of data eventually lead the researcher to conclude that the used of pq4r has no effective on reading at sman 1 batu layar lombok barat in academic year 2018/2019. from the obtained, it was found that t-test was low than t-table by using the confidence level 0,10%. the degree of freedom (df) was 23. obtained, it was found that its t-test was 1.41 meanwhile its t-table was 1.714it means that value is lower than t-table, where 1.41 based on these evidences, it can be concluded that pq4r is rejected in teaching reading. conclusion and suggestion based on the result of investigation was conducted and the researcher concludes that the different scores of mean deviation between experimental group 19.16 and control group 7.08 show that there was significant score after conducting this research. the experimental scores after treatment were lower than control group and t-test is lower than ttable, so that it is indicated that the pq4r towards students’ critical thinking cannot be used in teaching reading. the null hypothesis (ho) which state “pq4r towards students critical thinking ability is not effective in teaching reading toward students’ critical thinking ability on 40 reading at sman 1 batu layar lombok barat in academic year 2018/2019. it clearly is rejected. on the conclusion, the researcher would like to propose some suggestions that for the english teachers at sman 1 batu layar lombok barat as facilitator and motivator must be creative to choose suitable strategy and evaluated the pq4r strategy before teaching their students base on reading critical thinking. as we know that there is no effect in teaching reading toward students’ critical thinking ability of sman 1 batu layar lombok barat in academic year 2018/2019. references arikunto, suharsimi. (2002). metodologi penelitian. penerbit pt. rineka cipta. jakarta. __________________. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. __________________.(2010). prosedur penelitian sebuah pendekatan praktik. jakarta: bina aksarana. brown, h. douglas. (2013). principles of language learning and teaching. san fransisco state university: united states of america. coltheart, m. (2005). the science of reading.a handbook blackwell publishing. ennis. (2008). indicators of critical thinking. finnochiaro, mary. (1974). english as second language. new york: regent publishing company. hughes, arthur. (1989). testing for language teachers. new york: cambridge university press. keelay & shemberg. (1995). challenging students to think. making critical thinking and writing central to the basic course. chicago: annual meeting of the national communication association. kimberly, l.a., donna, m.s., & joan, m.s. (2010). early intervention for reading difficulties.the interactive strategies approach.london: the guildford press. kuhn, deanna. (1999). a developmental model of critical thinking. american educational research association. moon, j. (2008). critical thinking. an exploration of theory and practice. london: routledge falmer. nuttal, crisne. (1982). reading in today school. englewood cliff. canada mc. grows comp. o’connor, r. e. (2007). teaching word recognition. effective strategies for students with learning difficulties. london: the guilford press. sugiyono. (2013). metode penelitian manajemen: pendekatan,kuantitatif, kualitatif, kombinasi (mixed methods), penelitian tindakan (action research), penelitian evaluasi . bandung: alfabeta. thomas & robinson. (1972). improving reading in every class: a sourcebook for teachers. australia. trianto. (2007). model-model pembelajaran innovative berorientasi konstruktivistik. jakarta: prestasi pustaka. wiriyacitra, a. & apicatrakul. c. (1984). how to read scientific and technical english understandingly. english teaching forum. xxii 4. http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 http://www.belbuk.com/afiliasi.php?products_id=31917&ref=1996 66 teachers’ techniques in teaching vocabulary at the first year students of mts. asholihiyah lopan ketak east lombok kamarudin (kamarudin_din15@yahoo.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research deals with teachers‟ techniques in teaching english vocabulary at the first year students of mts assholihiyah lopan ketak east lombok. it is expected to serve as an attempt to contribute to more teachers‟ techniques in teaching vocabulary at junior high school in especially in assholihiyah lopan ketas east lombok as well as the reference to the teachers who teach english vocabulary. it applied a qualitative approach. the subject of the research was one of english teacher. the data was collected through questionnaire and interview. the data was analyzed through data reduction, display, and conclusion. the result was the teacher of class 1 (1 and 2) used the identifying picture and categorizing object technique. and the teacher in class 1 (3) used categorizing objects technique to teach english vocabulary. those techniques found from the textbook, so the teacher develops this technique by herself. in presenting english especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest. key words: teachers’ techniques, vocabulary 66 teachers’ techniques in teaching vocabulary at the first year students of mts. asholihiyah lopan ketak east lombok kamarudin (kamarudin_din15@yahoo.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research deals with teachers‟ techniques in teaching english vocabulary at the first year students of mts assholihiyah lopan ketak east lombok. it is expected to serve as an attempt to contribute to more teachers‟ techniques in teaching vocabulary at junior high school in especially in assholihiyah lopan ketas east lombok as well as the reference to the teachers who teach english vocabulary. it applied a qualitative approach. the subject of the research was one of english teacher. the data was collected through questionnaire and interview. the data was analyzed through data reduction, display, and conclusion. the result was the teacher of class 1 (1 and 2) used the identifying picture and categorizing object technique. and the teacher in class 1 (3) used categorizing objects technique to teach english vocabulary. those techniques found from the textbook, so the teacher develops this technique by herself. in presenting english especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest. key words: teachers’ techniques, vocabulary 67 introduction we soon realized that the need of being able to understand english is increase. teacher as a transfer of knowledge has very important role in facilitating and create a conductive atmosphere for language learning. teachers should have techniques or methods to teach, without well techniques the teachers could not teach well. the techniques applied by teachers already understood in generating their student‟s motivation in learning english. especially english vocabularies, as we know the student still have problems of acquiring english vocabulary. they are still confused of the meaning of words. they also sometimes could not express the meaning of the word texts, passages and some literatures due to lack vocabulary mastery. the mastery of vocabulary has significant benefits for students to build up the language skill. according to brown (2004: 50) that teaching is an activity that tries to help someone to acquire, change or develop skill, attitude deal with appreciation, and knowledge. some teaching aids can help students in learning vocabulary such as postcard, film, game, and picture. however, methods or techniques that students want to use to learn vocabulary should be appropriate enough. gebhard (2000:28) suggested some procedures in vocabulary teaching (1) teacher chooses an area or category of vocabulary they went to work. (2) teacher asks each student to think of word in the chosen are vocabulary check and keep. (3) teacher checks student work and distributed among the student, each student has a piece of paper on their table. (4) match the piece of paper with the correct answer; make sure no one gets their work. (5) student matches they have been dealt on the board with definition. the students can then consider the words as being learned in well interpretation. this way of teaching and learning will ease students to acquire english vocabulary. in order to support such benefits, of course teachers should creative to choose the materials or techniques to stimulate students. this is considered to be highly important for the students of mts assholihiyah lopan ketak east lombok so that they can speak, write, read, and listen english language. purpose of the study dealing with teachers‟ techniques in teaching english vocabulary at mts assholihiyah lopan ketak east lombok, thus the purpose of the study were to find out the kinds of techniques which were applied by english teacher in teaching vocabulary at the first year students in mts. assolihiyah lopan ketak east lombok and to describe the reasons of the teachers in applying the techniques in teaching vocabulary at the first year students in mts. assolihiyah lopan ketak east lombok. 68 research method in this study, the researcher used descriptive qualitative method. descriptive qualitative studies simply describe phenomena. descriptive method describes and interprets what exists, denzin (1994:322). it was used since it only observed and described teachers‟ techniques in teaching english vocabulary at mts assholihiyah lopan ketak east lombok. setting this study took place at mts assholihiyah lopan ketak east lombok particularly at the first year. subjects of the study the subject of this study was an english teacher who teaches english subject at the first year. data and source of the data the researcher only used the interview and questionnaire to collect the data in this study. and the source of the data was students of mts assholihiyah lopan ketak east lombok at the first year. research instrument in this study, the researcher is the key instrument in collecting data. in this study the researcher conducted the interview. data collection and data analysis the researcher collected the data by conducting semi-structured interview and questionnaire. the researcher used the semi-structured interview because it is the most suitable one. the researcher printed the questions and gave it to the subject and asked about it spontaneously to get deeper answer. the data was analyzed based on miles and huberman‟s (1984) theory; data reduction, data display, and verification/conclusion. 69 research finding based on the data finding, it is found that the english teacher used identifying picture and categorizing object in teaching english vocabulary in his class. this can be seen in the table below: no topic vocabularies techniques 1 identifying object: -animals -vegetables -house equipments -penguin, mouse, snake, elephant, monkey, and etc. -tomato, spinach, and etc. -chair, bed, tv, radio, and etc. asking students in group object to identifying picture and categorizing picture of the object. 2 identifying object: around the classroom -desk, chair, flower, blackboard, flog , flees, wail, pictures. asking student in group to look for the object in the classroom put names in english. 3 pronunciation: to pronounce the name of animals -mouse, snake, elephant, bird, monkey, and etc. the teacher read the names of the animals loudly and the students follow his. 4 guessing: the names of object -penguin, mouse, elephant, bird, monkey, and etc. students were asked to guess the names of animals when the teachers explain it. guessing s also used in teaching vocabulary. it can be seen in the table below: no topics vocabularies techniques 1 guessing: the name of object: -table, tv, chair, bed, and etc. students were asked to guess the names of object when the teacher explains it. 2 translation: put the names of object: -background, picture flower, and etc. the teacher wrote the names of object on the board one by one. the english teacher, as the teacher of the class 1 (1 and 2) used the identifying pictures and categorizing object since by nature, the children are curious and interested in learning vocabulary by using identifying pictures. he should be able to apply certain technique in teaching vocabulary subject because the students at mts. assholihiyah lopan ketak east lombok, especially in the first year class prefer to learn something interesting. it is impossible for the teacher to bring the real object or model of real covering a large number of word and sometimes he 70 think that it is unpractical. many kinds of picture have been successfully manipulated to show the meaning of word. by using the game, the english teacher also the teacher english at the class 1 (3) believed that this technique makes the students more creative to investigate the new word. so, the function of the technique are not only to assist the students to grasp of meaning of the new word easily, but also makes the variation of teaching in order to interest and motivated the students learnt in teaching english especially vocabulary, he should have some new techniques in order to increase the students achievement in vocabulary, so the guessing game are needed by the students to have a creative thinking. the observation had been conducted within four times, it 2, 3, 11, and 12, of december 2014 in each class in which can be described as follow: 1. identifying pictures and categorizing object technique these techniques were used in the class where the participant taught the students english vocabulary. the classification of each the class taught by the researcher through identifying card was as follow: a. the class 1 (1 and 2) on the first time, the researcher observed the study at the class 1 (1 and 2) when the english teacher, the teacher teaches english, especially in teaching vocabulary on mondaytuesday, 2 – 3 december 2014, there were thirty two students. from the first time of observation, it was obtained that the teacher who taught at class using identifying picture and sometimes categorized these picture, the categorized object technique was applied to help students to reflect their learning experiences. the title of the material was things around the students. it was about the students‟ equipment and the objects. before the english teacher began to teach, he had drown some pictures about the school‟s equipment on the board, and named them. then he pronounced the word and asked the students to repeat his orally until they pronounced clear and right pronunciation. the purpose of this actively was aroused the students attention to the word. the next activity, based on the textbook the english teacher asked the students to do the task and write to the name of the picture. the groups were divided into two: 1) the group of picture. 2) the group of the word. the students wrote the name of the pictures that available in the group of the word. the english teacher explained to the group how to of the task, then he tried to use english, otherwise some of the students could understand his explanation but some could not, so 71 he repeated his explanation by using indonesia language, when they understood what they had to do, the teacher asked them to do their task in the group seriously. in this section the teacher divided them into five groups. the teacher asked them to finish the task as soon as possible not more than fifteen minutes. every student in their group tried to find the correct answer as soon as possible. it is not more than fifteen minutes. then the students were asked to stop discussion and asked to submit the task to the teacher. one student of one group was asked to spell those words. while the other listened to the answer. when there is mistaken the other groups were given a chance to correct it. the teacher will explain whether the answer are correct or not, in giving explanation he teacher said in front of class. the students look very interested and were engaged on the teacher explanation. when the time was over the teacher asked them to stop the activities and to study the next lesson for the next meeting. b. the class 1 (3) on the second time, the researcher observed the study at the class 1 (3) on wednesday 11 december, 2014. there were thirty four students in this class. from the observation it was obtained that the english teacher used guessing games in teaching vocabulary. before the english teacher began in teaching, wrote some guess the names of object on the board. there were names of objects. they were: tv, chair, bed. after the teacher explained the name of object one by one, then teacher was asked students to guess the name of object to the teacher to spell the word orally and repeat the word again until they are clearly pronounced. the purpose of this activity is to focus the student‟s attention on the material. after that, the teacher, asked the students to write those words. then some questions to the students with instruction. when the time was over, mr.rahmayadi asked them to stop doing the task. one by one the students submitted their task to the teacher. 72 conclusion based on the research finding, it‟s concluded that there were two kinds of techniques used by the participant in teaching vocabulary at class 1 (1 and 2), and class 1 (3), those were identifying picture and categorizing objects. 1. the class 1 (1 and 2), the kinds of techniques used by the teacher were the identifying picture and categorizing object technique. according to the teacher, in choosing the technique they should give attention to the students condition and students needs. many students were interested in using the identifying picture in using this technique but it is only a little. the students had high motivation toward the picture as one the techniques in the teaching english vocabulary. 2.the class 1 (3), the teacher used categorizing objects technique to teach english vocabulary. those techniques found from the textbook, so the teacher developed this technique by himself. in presenting english especially vocabulary, the teacher should be creative in choosing the material and able to stimulate the students interest. the students who had high ability in english were interested in using game in practice vocabulary. on the contrary, the students who had high ability in english were not so interested in using word game in learning vocabulary, because they find difficult in studying english. although, it was found that the students score was good, but it could be concluded that the technique which used was still difficult. so the teacher should help the students to avoid misunderstanding. 73 references allen, french, virginia.(1983). techniques in teaching vocabulary. australia: cambridge university press. brown, douglas. (2004). language assessment principle and classroom practices. san francisco state university: longman denzin, norman k. 1994. handbook of qualitative research. california: sage publications, inc. gebhard, j. g. 2000. teaching english as a foreign or second language. america: the university of michigan press. h.hiebert, elfrida & l.kamil,michael.( 2005). teaching & learning vocabulary bringing research to practice. new jersey: lawrence erlbaum associates, publisher. mccarten,jeanne. ( 2007). teaching vocabulary. lessons from the corpus.lessons from the classroom. usa: cambridge university press. read, john.(2002). assessing vocabulary. australia: cambridge university press smith ,h.a. (1996). an individualized vocabulary programme.tesolanz journal 4,4151 ) thornburry, scott.( 2002). how to teach vocabulary. england: person education limited. ur , penny.(2009). a course in language teaching. cambridge : cambridge university press. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2357 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.69-75 69 developing english materials based on character building for management class in stie cendekia hafidza nash’ul amrina 1) , latifah anom 2) stie cendekia hafidzastie@gmail.com 1) , latifahanom@gmail.com 2) abstract nowadays character building is a national movement in indonesia. the educators are asked to integrate it in the learning process, but unfortunately, there are still many lectures that still have difficul in integrating character building in classroom. in english class character building can be integrated through inserting culture in the material, therefore the students are not only learning about the material but they also learn about the value of the culture. the purpose of this research is to develop english material for management class based on character building. research and development (r&d) by borg and gall (1983) was applied. the subjects of the research were the english lecture of management class and the students of the fourth semester. the result of the research showed that the instructional materials developed is appropriate to the students’ needs and curriculum. keywords: english material, character building, management introduction the main purpose of education is not only transferring knowledge to the students but also teaching and transferring value. therefore, successful of the learning process can be measured not only through the students’ scores but also through the students' attitude and character. therefore, that integrating character building in classes is a national movement. the lecturer or the teacher needs to integrate character building in education, there should be material or method that is appropriate to integrate it. in english class integrating character education can be done through integrating cultural norms in the material (lestari: 2010), it is in line with saryono (2010) who states that the main purpose of character building is to build the social and cultural norm. concerning the issues, it is important to develop english material based on character building. integrating character building in a language class can be done through integrating culture in the material. the benefit of integrating culture in language class has been shown by some studies. a study was conducted by abolghasem (2010) who studied the effect of teaching foreign language culture to the language ability and cultural awareness of the learners, the result of the research showed that not only the learners’ language ability that developed but also their knowledge of culture and their character. another study was done by kitao (1982) and haerazi et al. (2018) who found that students’ tolerance can be increased through integrating culture in a language class. based on those results it can be assumed that integrating culture in a language class can develop students’ character. in this research, the english material for management class was developed. there were some reasons for development. first, it based on the result of stie mailto:hafidzastie@gmail.com mailto:latifahanom@gmail.com 70 cendekia’s tracer study of in 2017 it found that 73% of students do not meet the employee requirement in english. second, there was no specific english textbook for management class in stie cendekia, the students still get general english. third, the lecture was getting difficulties in finding the english material that suitable for the students’ needs and appropriate with the curriculum. based on the background above, the problems in this study is how to develop english material based on character education for management class of stie cendekia. the objective of this study is developing english material based on character education for management class in stie cendekia. in developing english material for management class there are four criteria of good textbook by william (1983). the textbook should give the up to date materials, it also should be based on the students’ need, providing guidance for the teacher, and the last the textbook should be relevant to the socio-cultural environment of the students. based on lin and chiu (2009) listening material should be selected in a wide range. the material should not monotonous and lack variety because the students need to listen to the different levels of english in order to be exposed to natural, lively, and rich language, besides the listening material should contain cultural aspects. developing english speaking material should contain three principle based on wallace et al. (2004) first speaking material should contain cultural aspect, second the material should contain different examples in different situation of native speaker, the last, the speaking material should be able to force the students to act like in real situation of native speaker. reading material should be based on the students’ interests (pang et al., 2003). when the reading material becomes too difficult for the students it will make them become frustrated and when it is becoming too easy it will raise the students’ boredom. therefore the material should match the students' needs and be able to increase their motivation by giving them such an interest material. students’ interest is the crucial point in choosing reading material (kitao, 1982). writing material should be based on personal or students’ interests (wallace et al. 2004) therefore they can explore their knowledge in constructing their writing. the writing theme should be up to date. character building has been defined in a variety of ways by a wide range of individuals and organizations. lickona (2008) defines character building as the deliberate effort to develop virtues that are good for the individual and good for society. while according to saryono (2003) character building is the process of building the cultural norm, moral and spiritual value of a person. based on those definitions it can be concluded that character building is the process of developing individual and society cultural values, norms, morality, attitudes, beliefs and behavior. research method the method of this research is r&d by borg and gall (1983). educational research and development is a process to develop and validate educational material or product. there are some stages to develop the material, first is gathering the 71 information, second is developing the material, and the last is evaluating the material. research design in developing english material based on character building for management class in stie cendekia there were some stages used. the first step was need analysis; it was used to analyze the curriculum and the need of the students in stie cendekia. the second step was reference study; it was used to study theories which can be used as the basis for development. the reference study can be done through studying the existing curriculum and reviews some textbooks. the third stage was material development process, there were four steps in developing material adapted from dick and carey (1990) those are: formulating general objectives, stating specific objectives, selecting topics, and developing the topic into the task. the fourth stage was expert validation; the purpose of expert validation was to validate the material. after validation, there should be some revisions based on the suggestion of the expert. the next step was trying out the material. after that, the material should be revised based on the reflection of the tryout. need analysis reference study material development expert validation revision try-out revision final product subject of the study the purpose of this research is to develop english materials based on character education which is suitable for management students in stie cendekia. therefore, the subjects of the study are the english lecture of management class in stie cendekia and the fourth semester of the students in management class of stie cendekia. instruments the instruments used to collect the data in this research were interview and questionnaire. the semi-structure interview was used to interview the lecture, while the questionnaires were used to collect the information from the students and lecture of stie cendekia. data analysis the data gathered from the interview was analyzed in such a way to describe the actual need in the target situation. and the data collecting during the try-out was used descriptively to determine the applicability of the material. finding and discussion research finding table 1. the result of expert validation no indicator means description of agreement 1 the appropriateness of the content 4.5 strongly agree 2 the depth of the contents 4 agree 3 the accuracy of the contents 4 agree 4 the appropriateness to learners development 4.5 strongly agree 5 the use of 4.5 strongly 72 communicative language agree 6 the accuracy of the language 4 agree 7 the sequence and the unity of ideas 4 agree 8 the layout of the content 4.5 strongly agree 9 the illustration of the content 4.6 strongly agree 10 cultural aspect 4.5 strongly agree table 2 the result of the questionnaire from the students no objectives 1 2 3 4 5 1 the design of the material 16.7% 66.6% 16.7% 2 the attractiveness of the content 6.7% 86.6% 6.7% 3 the level of difficulty of the content 33.3% 66.7% 4 the applicability of the content 33.3% 50% 16.7% 5 the cultural acceptability 30% 53.3% 16.7% where: 1: very poor 2: poor 3: ok 4: good 5: very good table 3 the result of the questionnaire from the lecture no objective 1 2 3 4 5 1 the design of the product √ 2 the suitability of the material with the curriculum √ 3 the attractiveness of the content √ 4 the level of difficulty of the content √ 5 the applicability of the content √ 6 the culture acceptability √ where: 1: very poor 2: poor 3: ok 4: good 5: very good discussion research and development having some steps that should be followed based on borg and gall (1983). this study was started from conducting a need analysis and reference study. the need analysis and reference study were doing at the same time. the need analysis was done through an interview with the english lecture of management class in stie cendekia. the result showed that the lecture had difficulties in finding an english textbook suitable for management students. therefore, she still uses general english material in teaching. this phenomenon makes the researcher should be able to develop an english textbook based on the students’ needs. while in reference study it was found that the purpose of teaching english in stie cendekia is to make students become communicatively competent. it means that the students should be able to use english both spoken and written in the real situations of business management. the english material was developed based on the result of need analysis and reference study. there are six chapters that were developed, those are: 1) the local product 2) be smart worker 3) give your best performance 4) business phone 73 5) business letter 6) job interview 7) make your own business the material was developed based on the four criteria of good textbook by william (1983: 4-5) the textbook gives the latest issue as material, the level of difficulty is based on the students’ need, it also provides guidance for the lecture, and integrating culture in the material which is relevance to socio-cultural environment of the students. in developing the material. the researcher involves some experts to validate the product. the result of expert validation showed that the accuracy of the material should be adjusted. in the first chapter adding some examples of the international product was suggested by the expert validators, the purpose is to make the students learn another country's culture. it was in line with haerazi et al. (2018) who state the integration between learners’ cultures and the target cultures helps english learners to understand each other in communication. besides, in the chapter of cultural aspect, it should be more reinforced, the purpose is to raise the students’ character. listening material should be more appropriate to the students’ abilities in chapters four and five. the example of the letter should be more varieties. in chapter six the example of a job interview should be clear (audio). in chapter seven there should be more examples of indonesian entrepreneurs. after analyzing the validation result, the learning materials developed are revised accordance with the experts’ suggestion. for the first chapter, some examples of international were added, as stated by lin and ciu (2009) that rich input will increase the students' ability. besides, enrich the material the more examples of the international product have a purpose to make the students learn about the international market and increasing the students’ ability in international management. the chapter two and three relating to cultural reinforcement are adedd with real example of working abroad and making a presentation in an international company. the purpose is to make the student learn the real situation of international business company and raising their critical thinking, it is in line with wallace et al statement (2004) that in speaking the students should be able to act like in the real situation of native speaker and the more examples will make the students more creative. in chapters four and sixth the listening, the material was chosen not only based on the content but also based on the clearance of the audio and the listening material. the variety of the material is taken into consideration because the listening material should be not monotonous and give a lot of example of the real situation (lin and chiu, 2009). in chapter five the examples of the letter were more varieties and the level of difficulty in the written tasks was given based on the students’ level of ability. therefore the students are not frustrated in facing the task given by the lecture and they will explore their knowledge in constructing their writing task. giving examples of indonesian successful entrepreneur in chapter seventh had been done. the purpose is to raise the students’ interest in reading because when the reading text materials are interesting it will raise the students’ motivation in reading (pang et al, 2010). after doing some revisions, the material was tried out to the management 74 students of stie cendekia. there were 40 students in a class. the lecture was asking to use the material in the class. some suggestions were given by the lecture through the questionnaire. besides, the students were also asked to give a comment on the questionnaire. the result of the questionnaire showed that 66.6 % of the students stated that the design of the material is good while 16,7% stated that it was ok and 16,7% stated that it is very good. in the question of the attractiveness of the material, there are 86,8% of students stated that it is good, while 6,7% very good and 6,7% were ok. in the level of difficulty of the material 66,7% of students stated that it is good and the rest said that it is ok. the 16,7% of students’ also stated that the material is very good inapplicable while 50% of the students stated that it is good inapplicable and the rest 33,3% stated that it is ok inapplicability of the content. in cultural acceptance 16,7% of students stated very good, 53% of students stated good and 30% of students stated ok. the result of questionnaire based on the lecture showed that the design of the material is good, the material is very suitable with the curriculum, the good attractiveness of the material, the level of difficulty of the material is ok, the applicability of the content is good, and the cultural acceptability is also good. the last revision was done based on the result of the tryout. the level of difficulty of the content, the applicability and the cultural acceptability of the material need to be improved based on the students’ feedback. while the lecture also suggested improving the level of difficulty of the material. conclusion developing english material which is suitable for students in management class and based on character building can be done through integrating culture in the material. there are seven stages that should be followed in the development program. those seven stages are adopted by borg and gall (1983). the stages should be followed in order to build and develop the proper listening, speaking, reading, and writing material for the management class. and the result of the try out showed that the material is appropriate to the students’ needs and curriculum. references abolghasem, f. (2010). culture assisted language learning (call) and teaching general english. eabr & etlc conference proceedings. borg, w.r. & gall, m.d. (1983). educational research, an introduction (fourth edition). new york: longman. dick, w & carey, l. (1990). the systematic design of instructional: third edition. florida: harper collins publishers. haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903. 13. kitao, kenji. (1982). developing reading materials for teaching american culture in english courses. journal of the college english teachers http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.17507/jltr.0903.13 75 association of korea july 27-30. retrieved from eric ed224286. lestari, l.a. (2010). mengenalkan aspek budaya dalam pembelajaran bahasa inggris. surabaya: unesa press. lickona, t., schaps, e., & lewis. c. (2007). eleven principles of effective character education. retrieved from www.character.org. lin, m.c & chiu, t.l. (2009). the impact of an online explicit lexical program on efl vocabulary gains and listening comprehension. jalt call 5(2): 3-14. mc kay, s.l. (2004). western culture and the teaching of english as an international language. forum 42(2): 10-15. pang, e.s., muaka. a., bernhardt. e.b., & kamil. m.l. (2003). teaching reading. brussels: ibe. saryono, d. (2010). penyusunan rencana tindakan implementasi pendidikan karakter bangsa di sekolah. presented in seminar pembelajaran menggunakan media it. wallace, t., stariha, w.e., & walberg, h.j. (2004). teaching speaking, listening, and writing. brussels: ibe. william, d. (1983). developing criteria for textbook evaluation. eltj: 251255. http://www.character.org/ journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 109 the relationship between morphological awareness and english vocabulary knowledge of sixth semester students in ikip mataram baiq sumarni (1) (meniq84@yahoo.co.id (1) ) faculty of education for language and art mataram institute of teacher training and education (ikip mataram) abstract this study focuses on finding the relationship between morphological awareness and english vocabulary knowledge of sixth semester students in ikip mataram. many researchers have conducted a number of studies to find out the most effective strategies in learning vocabulary. one of them which is discussed in this study is applying morphological awareness. the first research problem is talking about the english vocabulary size of the students. the second problem is talking about the level of the students’ morphological awareness. and the third problem is talking about the relationship between morphological awareness and the english vocabulary size of sixth semester students in ikip mataram. in turn, in conducting this research, the researcher uses a mixed methods. not only quantitative analysis, descriptive statistics and other statistical tests, but also qualitative analysis are used. the data presents the students’ vocabulary size in the form of level which is adapted from the theory by nation and beglar (2007) and also their morphological awareness in form of level which is adapted from the theory by mcbride-chang et al (2005). this data also presents the relationship between morphological awareness and english vocabulary knowledge in form of correlation based on pearson product-moment formula. this analysis shows that the sixth semester students in ikip mataram are in level 6,000 means that their results is good enough based on beglar and nation (2007). and the results of the morphological awareness are variant. thence, this study also found that there is relationship between the students’ vocabulary size and their morphological awareness. keywords: the relationship, morphological awareness, english vocabulary size introduction acquiring a good-sized vocabulary is an important part of successful language learning. it is essential for assessing background knowledge, expressing ideas, and learning about new concepts. “without some knowledge of that vocabulary, neither language production nor language comprehension would be possible” (anglin, 1993: 2). many researchers have conducted a number of studies to find out the most effective strategies in learning vocabulary. one of them which is discussed in journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 110 this study is applying morphological awareness. in this method, students apply morphological analysis when they read or hear a complex word that they have never been encountered before. the findings suggest that various aspects of morphological awareness may be particularly useful for vocabulary building. the statement of the problem in this research are, what is the english vocabulary size of sixth semester students in ikip mataram?, what is the level of morphological awareness in english that sixth semester students in ikip mataram possess?, is there a relationship between morphological awareness in english and the english vocabulary size of sixth semester students in ikip mataram? to answer those questions, this research is going to use descriptive statistics and other statistical tests. in order to answer the first question, this study uses the vocabulary level test which is adapted from nation and beglar (2007). in order to answer the second question, this study uses the morphological awareness test which is adapted from mcbride-chang, wagner, muse, chow, and shu (2005). thence, in order to answer the third question, this study uses pearson productmoment correlation in finding the relationship between those two problems. purpose of this research is obviously to answer what are questioned in statement of problems.to measure the english vocabulary size of sixth semester students in ikip mataram.to measure the level of english morphological awareness that sixth semester students in ikip mataram possess.to perform the correlations between vocabulary level test and morphological awareness test with pearson product-moment correlation tests, with possible implications for morphological awareness as a predictor of vocabulary learning. method after explaining the theory which is going to be used, this research is going to show how the theory is applied. in conducting this research, the researcher uses a mixed methods. not only quantitative analysis, descriptive statistics and other statistical tests, but also qualitative analysis has used. this approach due to the fact that besides the data of this research is in form of numbers, the researcher also use a questionnare to support the results of the data. it is according to sandelowski (2003, as cited in dornyei, 2007: 164) who stated that there are two main and somewhat conflicting purposes for combining methods. one of them is the traditional goals of triangulation, namely to validate one’s conclusion by presenting converging results obtained through different methods. there are three steps in this study, first, giving a questionnare by the journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 111 researcher to find out background information about the participating students. second, giving the two kinds of test, then the results has been calculated by the researcher. the next is performing pearson product-moment correlations. three test instruments has been used. a questionnare consisted of four questions which was designed to investigate background information about the participating students. in order to answer the first research question, a shorter version of the vocabulary size test (nation &beglar, 2007) is used. in order the second reserach question, the morphological awareness test with its two parts: the morphological structure test and the morpheme identification test (mcbride-chang, wagner, muse, chow, & shu, 2005). vocabulary level test (vlt) and morphological awareness test has been used because they perform consistently and reliably and the results are easy to score and interpret. thence, in order to answer the third research question, pearson product-moment correlations tests is performed in knowing the correlations between student’s morphological awareness and their english vocabulary knowledge. finding (1) what is the english vocabulary size of sixth semester students in ikip mataram? in this analysis, the vocabulary level test which adapted from nation and beglar (2007) is used. there is a 14,000 version containing 70 multiple-choice items, with 5 items from each 1000 word family level. because there are five items at each 1,000 word level, each items in the test is representatives of the knowledge of 200 word-families. it means that, the students’s score needs to be multiplied by 200. for example, if a student’s score in this tests was 21 out of 70, his vocabulary knowledge is 4,200 word-families (21 x 200), which means he is in the fourth 1,000 word-family level. the students' mean score is 33. this mean score was multiplied by 200. the vocabulary size of the students is thus estimated to be 6,600 word-families. and it means that the students are in 6,000 word-families level. it means that the students’ vocabulary size were good. it is based on other studies that used this test, the results revealed that undergraduate non-native speakers studying at an english-speaking university have a vocabulary of 5,000-6,000 word-families. similarly, competent non-native speaking doctoral students have around a vocabulary of 9,000 wordfamilies (beglar & nation, 2007). this means that a certain size of vocabulary has to be known to the learners before the students can approach a text comfortably. thus, a theory; by subekti & michael (2007) stated that having a limited vocabulary is also a barrier that prevents students from learning journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 112 a foreign language; is accepted. 43 sixth semester students in ikip mataram as participants in this research have got a good level in vocabulary level test. it makes them easier in learning and understanding about efl (english as a foreign language) as a their program in ikip mataram. furthermore, in order to comprehend a text, readers should be familiar with 98% of the words in the text at any level (hu & nation, 2000). (2) what is what is the level of morphological awareness in english that sixth semester students in ikip mataram possess? in this analysis, to answer the second research question concerning the english level morphological awareness of efl students in ikip mataram, descriptive statistics was used. the scores from the morphological structure test and the morpheme identification test were calculated and analyzed. then the mean or arithmetic average of all scores in both tests was found. based on the result of the mean, the percentage of those two kinds of morphological awareness test were performed. however, the estimate level of morphological awareness of the students was known. for the morphological structure test, the mean is 4.28. for the morpheme identification test, the mean is 19.79. based on the result of the mean score, it suggest that the morpheme identification test performed better than morphological structure test. then, from the mean result, the percentages of the students’ scores in two kinds of the morphological awareness test were calculated. the students had a percentage of 42.8% in the morphological structure test. in the morpheme identification test, the students had 65.97%. from the results above, the morphological structure test of the students was limit while the morpheme identification test of the students was good. there was a difference percentage between the two tests. these percentages show that the morphological structure test of the students was relatively limited while the morpheme identification test of the students was relatively good. the findings demonstrate that the students’ performance in the the morpheme identification test was slightly better than in the morphological structure test. students’ better performance on the morpheme identification test shows that they have the ability to analyze the morphologically complex words and give the meaning of the different morphemes forming the words. thus, a theory by arnoff and fudeman (2005, as cited in al farsi, 2008) is accepted. they stated that the study of morphology is a combination of two approaches: analytic and synthetic. a good learner needs to acquire both. the analytic approach focuses on morpheme identification or breaking words down into meaningful parts. the syntactic approach involves the journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 113 process of producing new word by using defferent morpheme. they also argued that the analytic approach paves the way for the syntactic approach. (3) what is the relationship between morphological awareness in english and the english vocabulary size of sixth semester students in ikip mataram? in this analysis, in order to answer the third research question concerning the possible relationship between morphological awareness and vocabulary knowledge of efl students in ikip mataram, pearson product-moment correlation tests was performed, then correlations between vocabulary size test and morphological structure test and between the vocabulary size test and the morpheme identification test were performed. the results of the third reserach question could be presented in the following table table 4.8 correlations between scores on the vocabulary size test, the morphological structure test, and the morpheme identification test vocabulary size test morphological sructuretest morpheme identification test vocabulary size test pearson correlation 1 .124 .423 n 43 43 43 the data in table 4.8 shows that there was a correlation between the vocabulary size test and morphological structure test (r = .124). moreover, there was also a correlation between the vocabulary size test and the morpheme identification test (r = .423). as we remembered that, the value of r will always be between 0 and 1. this means that there was a relationship between vocabulary size and morphological awareness. table 4.9 the significance correlation results between the vocabulary level test (vlt) and the morphological awareness test r (pearson) math symbols sig.value (r table) the results vlt&mst .124 < .304 no significance vlt& mit .423 > .304 significance table 4.9 showed that between the vocabulary level test (vlt) and the morphological structure test (mst), there was no significance found. morever, for the vocabulary level test (vlt) and the morpheme identification test (mit), there was a significance found. it based on r table (probability significance/p. sig) stated that the observed value of r must be greater than or equal to the value in the intersection of the column and line (see appendix 5, p. 102). based on two tables above, the researcher concluded that between journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 114 the vocabulary level test and the morphological structure test there was a relationship found, but not significance according to the r table of pearson product-moment correlation. the vocabulary size test was designed to measure the students’ vocabulary size. the test included 14 levels, representing 14,000 wordfamilies. the increasing difficulty of the words in the test as the levels increased might have had a negative effect on the scores, may have, in turn, affected the relationship between vocabulary size and morphological awareness. each level of vocabulary knowledge is not an equal interval. as the levels become higher (that is, as the word-families decrease in frequency), it becomes increasingly difficult for students to be exposed to vocabulary associated with that level of word families. but even so, the student’s vocabulary size in this study were good enough. it may be because their grade. another factor that might have affected the relationship between vocabulary size and morphological awareness is the modification of the morphological awareness test. the original test was designed for kindergartners and second graders. the modifications were made by the researcher to make the test appropriate for university students. the original test contained thirteen items, and for each item there were two pictures presented to the child. the pictures were labeled orally for the child by the experimenter. such modifications may have affected the performance of the students. as the university students, such modifications becomes more suitable for them. although the results of morphological awareness test were variant, but the student’s performance in this study was good overall. thus, theories; by anglin (as cited in nurhemida, 2007) stated that the type of morphological knowledge, namely derivations and inflections, will also have an effect on vocabulary learning and by wagner, muse, & tannenbaum (2006) stated that when encountering morphologically complex word in the text, students apply their morphological knowledge to break down the complex words into meaningful morphemes as a way to better understand the word meaning; are accepted. even a few students were motivated to learn the vocabulary presented in the testing instruments and showed a real interest in expanding their vocabulary size. conlusion the current study investigated the relationship between the english vocabulary size and the morphological awareness of sixth semester students in ikip mataram. the vocabulary size test was used to measure the student’s vocabulary size. the results indicated that the vocabulary size was just over 6,000 journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 115 word-families. the morphological awareness test with its subtests (the morphological structure test and the morpheme identification test) was used to measure the students’ level of morphological awareness. the findings showed that the students had a percentage around 43% on the morphological structure test. on the morpheme identification test, the students had a percentage around 66%. the second that may have had an effect on the study was the student’s attitude. before starting the test, the students were informed that the test would not affect their scores. this may have caused the students to be less motivated to do their best on the tests. the university chosen for this study may not have been representative of all universities in indonesia. the data obtained from the test presented in this study may have been different if the participants were chosen from several universities. for example, if the students were chosen from different universities, their background information, english program, and syllabus may be different, which may have led to significant changes in data. moreover, the current study only included college students from english department in ikip mataram. it would be desirable to have students from different colleges in order to determine how generalizable the findings are. there is a lack of studies that have investigated the relationship between vocabulary size and morphological awareness of english language learners, especially indonesian-speaking students. much more study is needed before we can understand this kind of relationship. suggestion studies investigating the relationship between indonesian morphology and the acquisition of english vocabulary are needed. future studies could help facilitate an understanding of the factors that influence the growth of english vocabulary and shed some light on the relationship between indonesian morphology and english morphology. future studies could focus on how the knowledge of indonesian morphology affects the process of learning the english language. knowing the relationship between them will have a significant influence on designing better english language syllabi that integrate vocabulary instruction for indonesian-speaking ells more effectively. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 116 references anglin, j. m., miller, g.a., & wakefield, p.c. (1993). vocabulary development: a morphological analysis. monographs of the society for research in child development, vocabulary development: a morphological analysis, 58(10), 1-186. cahyono & widiati. (2009). “the teaching of efl vocabulary in indonesian context: the state of the art”. teflin journal. universitas negeri malang. cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. catalan, r. (2003). strategies in learning and using a second language. cambridge: cambridge university press. dornyei, z. (2007). research methods in applied linguistics. oxford: oxford university press. harmer, jeremy. (2002). the practice of english language teaching. malaysia: pearson education limited. mccarthy, a. (2002). an introduction to english morphology: words and their structure. edinburgh: edinburgh university press. milton, j. (2009). measuring second language vocabulary acquisition. tonawanda, ny: multilingual matters limited. morin. (2003). derivational morphological analysis as a strategy for vocabulary acquistion in spanish. the modern language journal, 87, 200-221. nation, p. & beglar, d. (2007). “a vocabulary size test”. the language teacher 31(7), 913. nunes, t. and bryant, p. (2004). morphological awareness improves spelling and vocabulary. literacy today, 38. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2308 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.101-106 101 the readiness of english communication skills of mataram tourism vocational college students for asean economic community ida nyoman tri darma putra sekolah tinggi pariwisata mataram ida.nyoman.putra@gmail.com abstract the purpose of this study was to find out the readiness of english communication skills of tourism students at mataram tourism vocational college to enter the asean economic community era. the scope of this study includes students from three tourism study programs, namely diploma 3 programs in hotel and hospitality, diploma 3 tours and travel and bachelor program in tourism. a total of 110 respondents were used in this study. four english communication skills including listening, speaking, reading, and writing are measured using questionnaires as instruments for collecting data. statistical analysis includes percentages, averages, and standard deviations. the research findings revealed that tourism students at stp mataram need to develop and improve their skills in english communication, especially listening and speaking which is a skill needed to communicate with foreigners, especially in ntb. from the four skills of language, stp mataram student language skills are not ready to communicate using english, 30% respondents answered that they have not been able or disagree from the questionnaire. keywords: readiness, english, communication, skills introduction asean (association of south east asian nations) is an organization of southeast asian countries. established on august 8, 1967 in bangkok through the signing of the asean declaration (bangkok declaration) by five founding countries, namely indonesia, malaysia, the philippines, singapore, and thailand. the asean economic community (mea) or the asean economic community (aec) which was initiated in 2015 is a challenge and opportunity including in the field of tourism. the asean economic community (mea) is already underway and indonesia needs preparation to be ready in the free market of the asean community. through mea, domestic entrepreneurs can expand their business network to the international realm. step by step, the strategy that must be carried out is in accordance with what was recommended in the foundation of the mea in 2015 which requires that each asean country will reform all elements that become the essential and absolute sectors needed to deal with mea implementation. according to joseph stiglitz (2004), no country can avoid globalization. establishing relationships and networks in the era of globalization is very important. economic globalization requires an increase in strong competitiveness in technology, management, human resources and ongoing efforts to encourage innovation and create cost efficiency. thus, to compete in the preparation of a borderless or unlimited world is to communicate with both written and oral english that can be used in the economic, social, cultural, educational and political sectors. readiness of the quality of human resources is the key to success in facing the 102 free market in the mea era. foreign language skills, especially english, are one of the most important and necessary qualities and the success of this mea will be influenced by mastery of english. in mea the use of english will be the dominant communication tool to win global competition in the future. english which is also an international language is naturally understood as a foreign language that will be used to communicate within the community of asean countries. at present, the working language in asean countries is the use of english as a lingua franca language. lingua franca is a language used to communicate between people who come from different language backgrounds. tourism higher education which is an important sector in the mea has a significant role in english language education. communities are expected to be able to communicate actively with english, both written and oral in official communication and communicate with others regionally / internationally. community readiness and students in higher education in mastering english as a means of global communication are very important. the asean economic community (mea) is an important step for every asean country, especially in the tourism industry (ushakov, 2014). employees in this field need to improve their communication skills, especially in english communication, because the tourism industry is the main source of foreign currency. therefore, human resources need to be improved in order to fully utilize the single market of the mea (wongleedee, 2012). according to the indonesian proficiency index (epi) research compared to asean countries, it is in third place in asean (mccormick, 2015). the highest number one epi is malaysia and the second is singapore, followed by vietnam, thailand, and cambodia. indonesia is in an english-language position with moderate abilities. this research is important to do considering the readiness of tourism students in ntb to face the rapid development of tourism. in addition, graduate users will tend to use and trust the institutions of higher education that are ready in their foreign language competencies. in addition, the results of this study can be used as a basis for development and planning to what extent the readiness of tourism students, especially those in mataram tourism college, west nusa tenggara in their competence and readiness to use english as a communication tool. according to paul lewis (2009), that english places the 3rd rank as the most widely used language in countries in the world. english has been used by countries in the asean region. english is the language most widely used by countries in the world. this is a strong reason why indonesian citizens, especially tourism students, must be able to use english to face the mea. as the world's lingua franca, english is a global communication tool. language besides its function as a tool for communication is also the main tool to get to know the world. with language humans can know about the world and can understand other humans. with the passage of the 2015 mea, it is an opportunity for asean countries to come to indonesia. this will cause many foreign workers to work in indonesia. therefore, indonesia must immediately prepare people who are competent and ready for 103 this, especially for tourism students. this was also supported by the president of indonesia; joko widodo had signed presidential decree no. 69 of 2015 concerning visa free visits for foreign nationals from certain countries. the purpose of this is to increase the number of tourists while increasing travel visas. the consequences of this will automatically enliven the mea and certainly increase the number of foreigners visiting indonesia. so that english becomes important as a medium of communication. in addition, tourism communities and students must be able to master and know about the local culture that is owned in their area. a mature insight into culture and fluent english will be very easy to introduce the richness of indonesian culture and traditions to foreign tourists. as tourism students must be able to prepare their abilities in terms of insight into local culture and sharpen their english skills. with adequate english language skills, tourism academics and students will be greatly helped to develop tourism potential and local culture and be able to master other fields such as developing a creative economy and introducing tourism and indonesian culture to other countries regionally and internationally to foreign tourists who come to indonesia. one of the keys to the success of the mea is good relations between citizens and other asean countries. meanwhile, one of the most powerful media to build connectivity with asean countries is through the mastery of a good foreign language, namely english. mastering english means people can communicate with other people internationally and also by mastering english, they can learn many other fields such as tourism, art, technology, education, economics, culture, and politics. in this era of globalization, people who cannot communicate in english will take a step back from people who master english. table 1. result of the questionnaire 104 people who master english will have modern thinking and they can learn a lot of studies to get a lot of innovation and a lot of experience and greater job opportunities than people who can't speak english. entering the aec 2015 era requires that individuals, especially workers in the tourism sector, prepare prepared and competent resources. in this case, the role of english is needed both in communicating directly. the need for a paradigm change about the importance of english, which is a new perception that in the era of globalization in facing 2015. to prepare competent and capable human resources in english must be active and communicative to all elements of society that cannot be separated from the role of the government that issues policy and training programs to improve the ability of the community to speak english. readiness of human resources is a major factor in the era of free markets. according to shobikah (2013), one of the main problems is english language skills which lead to a large gap between the quality of indonesian skilled workers and workers from other southeast asian countries. in indonesia, english is only studied but not used as an active means of communication in daily life. while in southeast asia, english is mainly as a lingua franca and is practically used daily. southeast asian countries see that indonesia is the biggest market for workers. this means that indonesian workers must be prepared for this competition in finding work and maintaining employment not fulfilled by workers from other countries. the study that concern about this have not been conducted, however the results of research in bangkok, thailand, as neighbor country of indonesia can be used as the reflection, the study about workers from 26 tourism companies faced difficulties in english language skills in speaking and listening skills (kuosuwan, 2016). thailand has opened indonesian language courses massively throughout the country. this is done to send their workers and compete with local workers from indonesia themselves. if indonesian workers want to conquer other countries and defend their country, they must master the language. if they cannot communicate with other southeast asian languages, they can communicate in english as an international language. international means english is used in many countries in the world. for this reason, indonesia must prepare its workers well through english education. the development of indonesia's human resources can be built through many aspects, especially in the field of education. all preparations, from education to technology, are to prepare indonesia's next generation especially tourism students to have readiness and become competent, skilled, professional human resources to be ready to compete with human resources from other asean countries. research method this study aims to determine the level of readiness of english communication skills of 110 tourism student respondents at the mataram tourism college. because the number of samples is limited, random sampling is used. data collection for this study was conducted through a questionnaire to obtain the opinions of respondents. according to riduwan (2010), data collection methods are techniques or ways that can be used by researchers to collect data. in this study, data collection methods used the questionnaire method. this 105 questionnaire was used to collect data on student responses regarding the readiness of stp mataram students in facing mea. the questionnaire consists of 4 aspects of language skills, namely listening, speaking, reading and writing. the validity of each question in the questionnaire was carried out using the item objective congruency or ioc index (yamane, 1973). in addition, 10 respondents were selected as pilot studies to obtain the cronbach alpha coefficient which can be received more than or equal to 0.75. finding and discussion from the results of the analysis it was found that among the 4 language skills in the questionnaire, mataram tourism students in general were still not ready in terms of communication skills using english. the result can be seen from the table 1. in general, from four of the language skills, stp mataram students are not capable or ready in communication skills using english, above 30% the respondents answered that they have not been able or disagree. based on the results of the table above, it was found that from listening skills, students of mataram stp were not ready to understand long sentences or utterances of 53.7%. in speaking skill, 43.6% have not been able to pronounce english sentences properly and correctly. in reading ability, students cannot understand a long article in english (52%), while in writing skills students have not been able to formally write sentences in correct english (41.8%). from the research findings, it is revealed that tourism students at stp mataram need to develop and improve their skills in english communication, especially listening and speaking, which is a skill needed to communicate with foreign people. one of the reasons tourism students at stp mataram are lack in this skill is because they are vocational students who focus more on the ability of tourism practice and have not focused on foreign language skills. therefore, english language training must be provided by institutions or take courses in language centers to improve their ability to use english. conclusion in order to develop human resources for tourism quality standards. the mastery of english is one of the basic capital to be able to compete in the face of the globalization era, especially the asean community. in general, from the four skill of language, stp students are not ready in using english as means of communication, above 30%the respondents answered that they have not been able or disagree with the statement from the questionnaire. this finding reveals that tourism students at stp mataramneed to develop and improve their skills in english communication, table 2. result of analysis of each item 106 especially listening and speaking, which is a skill needed to communicate with tourist or foreign people. therefore, english language training must be provided by institutions or take courses in language center to improve their competency to use english for communication. references kuosuwan, bavornluck. 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(p.7-11). suan sunandha rajabhat university. yamane, t. (1973). statistics: an introductory analysis, 3rd edition, new york, harper, and row. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2359 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.84-90 84 the use of team game tournament to improve students’ elt classroom interaction and reading comprehension in relation to self-efficacy h. ruslan abdul gani smpn 5 kopang, central lombok ruslangani2000@gmail.com abstract this research is aimed to find out the implementation of team game tournament to improve students’ classroom interaction and reading comprehension viewed from selfefficacy. the subject of this study was 30 students at second grade students of smpn 5 kopang. which consists of 14 males and 16 females. this study was classroom action research (car) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. the first cycle was focused on the students’ classroom interaction. meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. the data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. the result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. in other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (tgt) for the eighth-grade students of smpn 5 kopang. keywords: team game tournament, classroom interaction, self-efficacy, reading skill introduction english has been the international language and the promising foreign language studied by indonesian students from schools up to the university level. the teaching of english, particularly at the school level is intended to teach in integrated language learning for the four language skills at once (haerazi, 2017). because of this aim, english teachers are suggested to apply effective instructional strategies or methods that are appropriate for their students’ characteristics. in linguistics, there are many obstacles for students to understand the meaning and structure of words and sentences in learning english (haerazi & irawan, 2019). there are four skills of english that are listening, speaking, reading and writing. all of these skills are important. self-efficacy is also a very important thing in learning english because it’s beliefe in one’s capacity in performing tasks, especially in learning reading. according to marzuki (2018), english teachers should be aware of students; needs, self-efficacy, and motivation for reading and the aim of reading activities because learning to read for a variety of purposes is essential to success. reading activities must be encouraged for students because those make them open their new worlds and attain a bunch of information. however, in smpn 5 kopang the researcher found problems in learning reading, that is most of the students are difficult in understanding reading text and students are not able to understand the mailto:ruslangani2000@gmail.com 85 meaning of words, passages, texts and more literature itself. also, students have a lack of self-efficacy like they feel not confident in being able to deal with obstacles and difficulties. the teaching of reading skills also needs a good atmosphere and situated learning interaction in reading activities. to create this, the english teachers find out the team game tournament as the instruction method. this method helps students learn in the form of teams through games. the reading materials presented are in line with the students’ reading levels. haerazi et al. (2018) state the appropriate materials in efl classes are necessary to keep the learning processes going well. the purpose of this research is to find out the implementation of team game tournament in improving elt classroom interaction and reading comprehension in relation to students’ self-efficacy for the eighth-grade students at smpn 5 kopang, central lombok. the result of this research is expected it gives a theoretical contribution to the students, english teacher, and the readers in learning reading in relation to self-efficacy. also, it could be practiced by the teachers to encourage their students to read through this strategy because this strategy gives more experience or information for students and readers. literature review the teaching of reading in junior secondary schools has different characteristics and treatments from that in upper secondary schools (sabri, 2018). students are directed to acquire vocabulary mastery, grammatical use, and language devices much more (faradillah, 2018). moreover, students are involved in active learning in which they learn familiar and difficult words in order that they can understand the reading texts. reading refers to the ability to comprehend or make meaning from written text (brassell & rasinski, 2008: 15). reading is a process of understanding written language which needs the readers’ abilities to comprehend and to take the meaning of words, sentences, and paragraph as well as sense relationship among the ideas. according to (chesla, 2002: 24) there are some indicators of reading, as follows: (1) finding main idea, it is important to find main ideas when reading. main ideas help readers remember the important information; (2) vocabulary asks you to determine the meaning of a word as it is used in the passage and asks you to identify a synonym for the vocabulary word; (3) specific fact or detail, this kind of question asks you to identify a specific fact or detail mentioned in the passage; (4) exceptions, asks you to identify which item was not specifically mentioned in the passage; (5) location of information, this kind of question asks you to identify the exact place in the passage where specific information is provided; (6) identifying word references, reference allows the reader to establish the relationships which exist between two linguistic expressions in a sentence or text; (7) making inference, it is just a big word that means a conclusion or judgments. self-efficacy is personal judgments of one's capabilities to organize and execute courses of action to attain designated types of educational performances (bandura, 1997: 203). according to bandura, (1997: 42 43) there are 5 indicators of self-efficacy refers to level, generality and strength dimension, they are: (1) sure can pass a particular task, individual is convince that 86 he or she can complete a certain task, which the individual himself is carrying out what tasks to accomplish; (2) sure can motivate yourself to take the action needed in the completion of task, individuals are able to motivate themselves to choose and take the necessary actions in order to accomplish the task; (3) sure able to hard, persistent and diligent, the hard effort of the individual to complete the assigned task using all the power possessed; (4) be confident of being able to deal with obstacles and difficulties, individuals can survive see the difficulties and obstacles that arise and able to rise from failure; (5) can be tasked with a wide range or narrow, the individual believes that in any of his duties although it can be completed broadly or specifically. team game tournament is where the students play games with members of other teams to add points to their team scores (slavin 2005: 256). to use tgt in teaching and learning process, follow these steps: (1) divide the learners into groups of four or five and give an outline of what they will be learning and why; (2) give the learners worksheets and give the learners sufficient time to work together; (3) when it is time to check on what the learners have learned, select three at a time for the “tournament‟, the three learners from different group; (4) pose a series of questions (perhaps four) to the “contestant‟ who will be trying to be the first to answer; (5) at the end of the round the winner earns one point for his/her team regardless of how many questions they answered correctly or how difficult the questions were. research method research setting this study is done at the eighthgrade students of smpn 5 kopang, central lombok. this school is one of the junior secondary schools in central lombok that has various background students socially and economically. each grade has 5-7 classes. the total numbers of students in academic year 2018/2019 was 150 students. this school is taken as the research location because the instructional problems found are possible to be solved using team game tournament viewed from the level of students’ self-efficacy. research design the design of this research is classroom action research (car) with a collaborative design quantitative and qualitative approach. classroom action research is a process of systematic reflection, inquiry and action carried out by individuals about their own professional practice. this research consists of two cycles in which each cycle consists of four steps namely: planning, action, observation, and reflection (kemis and mc taggart, 1988: 11 in anne 1999: 33). research subject the subject of this research is the 8 th -grade students of smpn 5 kopang. the number of students consists of 30 (thirty) students. there are 14 (fourteen) males and 16 (sixteen) females. the object of this research is team game tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy in learning reading at second grade students of smpn 5 kopang. the data in this research was observed directly to the second grade students of smpn 5 kopang. 87 research instruments the instrument used in this research is test and questionnaire. the instruments have been considered validity and reliability. in doing so, the cronbach’s alpha formula was applied. in addition, the researcher investigates the interaction process and provides questionnaire for research partners to identify the learning problems. besides, the researcher utilizes the reading test to meet students’ reading comprehension during implementing the team game tournament strategy. the instrument of the test consists of 25 items and questionnaire consists of 10 items. to analyze qualitative data, the researcher applied some steps that are reduction, display, drawing, and conclusion. meanwhile, the quantitative data was analyzed using percentage categories. the passing grade standard used by the english teachers at smpn 5 kopang is 75. finding and discussion reconnaissance in this stage, the researcher investigates learning problems faced by students in reading classes at the 8 th -grade students of smpn 5 kopang. thus, the researcher distributes questionnaires and observation sheets dealing with students’ difficulties in comprehending various texts. the problems found by the researcher include low interaction, less vocabulary, and grammatical knowledge. research action this chapter deals with the data obtained during the research. the researcher presented the result to answer the problems of investigation appear as formulated in the previous chapter that “how the implementation of team game tournament in improving students selfefficacy in learning reading at the second grade students of smpn 5 kopang. to know the students response toward the teaching and learning process, the researcher gave questionnaire for all the students and questionnaire consist of 10 items and it was given to the students in each cycle. after giving the questionnaires, the researcher analyzed every number of questions to measure the student’s response. after the score calculated it could be known the improvement of students' self-efficacy in learning reading by using bandura rating scale in this thesis on page 23. based on the students' response on the table of qualitative data in cycle 1 showed that the total score questionnaire of the students was 1686 (56%). it means that the students moderately certain can do or their self-efficacy still at medium level. but the researchers target the students highly certain can do or got point 70 100. while the total score questionnaire of cycle 2 was 2710 (90.3%). so, it means that the students pass the target and the students highly certain can do or their selfefficacy at high level. it means that tgt, has improved the students' self-efficacy in learning reading. it was in line with helmi (2018) and effendi (2018) who state students with high self-efficacy can learn language skill well and it is able to improve language skills. the result of this data has answered the statement of the problem. so, team game tournament has the advantage to improve students' self-efficacy in learning reading. it because by using team game tournament students are more active during the teaching and learning process, students was better in the mastery of the material provided, and the students being 88 able to deal with obstacles and difficulties in performing a task. it deals with the theories of self-efficacy, self-efficacy is personal judgments of one's capabilities to organize and execute courses of action to attain designated types of educational performances (bandura, 1997: 203). while schunk, (1995: 1), stated that self-efficacy refers to one's belief about accomplishing a task and can influence the choice of activities, effort, persistence, and achievement. it shows by the result of the percentage was reached out for 90% from the students. the conclusion is, team game tournament is effective used in teaching and learning reading to improve the students self-efficacy. conclusion and suggestion the implementation of team game tournament can improve students selfefficacy in learning reading, it was proven by their response is very good, it based on the result of the questionnaire in cycle 2 which showed that 90% of the students are enthusiastic to participate during the teaching-learning process. by implementing team game tournament viewed from the level of the students’ self-efficacy was able to improve efl classroom interaction and reading comprehension. in the learning process by implementing team game tournament, the students are asked to work together with their team and it makes them confident enough in doing reading activities including giving their opinion to each other. it was proven by the students score in the questionnaire, most of the students get 96 points in accomplishing the learning tasks. about the students' response to the team game tournament that uses by the researcher in learning reading is all of the students were happy and interested in the use of team game tournament. most of them pointed out that it was very useful to make them confident. during the teaching and learning process, the students gave good responses towards the implementation of team game tournament. this can be seen from their active participation and enthusiasm in teaching-learning process. after getting the result of the study in this research, the researcher would like to give some suggestions as follows: 1. for the teachers: in order to improve the students self-efficacy and to make the teaching-learning process more fun and can be taught well, the researcher suggests for all the english teacher, improving students selfefficacy by using team game tournament was suitable to implement to all students, it aims to avoid the students boredom and improve students self-efficacy in learning reading. 2. for the students: the students should use the team game tournament in learning reading to improve their selfefficacy. 3. for the readers: readers could know that team game tournament can be used in learning about self-efficacy in reading at the second grade students of smpn 5 kopang. 4. for the researcher: the researcher would get knowledge in improving students self-efficacy by implementing team game tournament, the researcher would know difficulties faced by the students in learning reading and offer some possible solutions. 89 references amalia, a. (2013). proposal classroom action research. retrieved from http://proposal classroom action research (car-ptk) ku. tahun pelajaran 2013_2014 amalia aljauhariy.html. bandura, a. (1997). self-efficacy in changing societies. cambridge university press. bandura, a. (2006). guide for constructing self-efficacy scales. brassel, d., & rasinski, t. (2008). comprehension that works: taking students beyond ordinary understanding to deep comprehension. shell education. burns, a. (1999). collaborative action research for english language teachers. cambridge university press. chesla, e. (2002). toefl (test of english as a foreign language) exam success in only 6 steps!. new york: learning express. effendi, a. (2018). the effectiveness of fishbowl technique towards students’ self-efficacy in speaking. jollt journal of languages and language teaching, 5(2), 46-51. https://doi.org/10.33394/jollt.v5i2.34 5. faradillah, n. (2018). the effectiveness of mind reading game in teaching. jollt journal of languages and language teaching, 5(2), 77-83. https://doi.org/10.33394/jollt.v5i2.36 2. haerazi. (2017). genre-based language learning model in teaching writing skills for english department students, international conference, 109 (aecon), 108–111. https://doi.org/10.2991/aecon17.2017.22. haerazi, irwansyah, d., juanda, & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes, journal of language teaching and research, 9(3) 540547. http://dx.doi.org/10.17507/jltr.0903. 13. haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students’ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i 1.246. helmi, m. (2018). the effectiveness of vocab acrostic strategy in teaching vocabulary mastery. jollt journal of languages and language teaching, 5(2), 71-76. https://doi.org/10.33394/jollt.v5i2.36 0. isjoni, h. (2009). pembelajaran kooperatif: meningkatkan kecerdasan komunikasi antar peserta didik. pekanbaru: pustaka belajar. johnson, a.p. (2008). teaching reading and writing: a guidebook for tutoring and remediating students. united states of america: rowman & littlefield education. lukitasari, p. (2012). learning english for the second language. retrieved from http://learningenglishforthesecondla nguage.blogspot.co.id. marzuki, a. g. 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(1995). self-efficacy, motivation, and performance. journal of applied sport psychology, 7(2), 112-137. slavin, e. robert. (2005). cooperative learning teori, riset dan praktik. london: allymand bacon. sugiyono. (2010). statistika untuk penelitian. bandung: alfabeta. syafii, m. l. (2018). using online short stories to improve the reading comprehension ability, register journal, 11(2), 123-138. https://doi.org/10.18326/rgt.v11i2.16 8-191. taufik, l.a.m. (2016). the effect of team games tournament toward students’ motivation in learning vocabulary. unpublished. ikip mataram. http://dx.doi.org/10.18326/rgt.v12i1.49-61 http://dx.doi.org/10.18326/rgt.v12i1.49-61 https://doi.org/10.33394/jollt.v5i2.353 https://doi.org/10.33394/jollt.v5i2.353 https://doi.org/10.18326/rgt.v11i2.168-191 https://doi.org/10.18326/rgt.v11i2.168-191 chapter i journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2362 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.99-105 99 contextual teaching learning (ctl) approach in speaking materials for students’ 21st century skill: does it have any effect? dedi sumarsono 1) , muliani 2) fpbs, undikma mataram dedisumarsono@ikipmataram.ac.id 1) , muliani@ikipmataram.ac.id 2) abstract in this era, having only speaking competence is not adequate for the students. they also need to possess some other skills like critical thinking which is also known as the 21st century skill. the 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. to support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the efl thinking critically is urgently needed. this paper is aimed at knowing the effect english speaking material which is based on contextual teaching learning towards efl critical thinking in speaking. to achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. to analyze the data t-test was applied. the data analysis showed that ctl had a significant effect on students’ critical thinking after being treated. keywords: critical thinking skills, speaking material, contextual teaching learning introduction speaking is the language skills which is very important to be mastered by the students. having well speaking ability, the students will be able to have an interaction with others. at sman 1 kopang, speaking skills is taught in english lessons with promising expectation. after taking the speaking subject, the students are able to communicate well in english. besides, the students are also demanded to convey the utterance in english rather than in their native language; express their ideas without mixing the words or the sentence with their own native language for the word they don’t understand; pronounce the words correctly and it should not change the meaning of the word; use accurate grammar in composing the sentence. on the words, it is hoped that the students will possess a high level of speaking in this era, having only speaking competence is not adequate for the students. they also need to possess some skills like critical thinking, communication, collaboration, and creativity skills which are known as 21 st century skills. mccoog (2008) as cited in boholano (2017: 22) argues that 21st century learners must possess both selfdirection and an ability to collaborate with individuals, groups, and machines. furthermore, he states that to acquire 21st century skills, students must be encouraged to create new ideas, evaluate and analyze the material presented, and apply that knowledge to their previous academic experiences. the skill which plays an important role and needs to be possessed by the students is critical thinking ability. cotrell (2005: 1) critical thinking is a cognitive activity, associated with using the mind. learning to think in critically analytical and evaluative ways mailto:dedisumarsono@ikipmataram.ac.id mailto:muliani@ikipmataram.ac.id 100 means using mental processes such as attention, categorization, selection, and judgment. critical thinking is the intelligently self-controlled process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. it is based on universal intellectual values that excel subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness (scriven & richard, in masduqi, 2011: 186). in the teaching and learning process, students will improve their critical thinking when teachers use appropriate instructional methods and curriculum materials (gadzella & masten, 1998; halpern, 1993; mcmillan in von and kaewurai, 2017: 89). this opinion was supported by the research conducted by von and kaewurai (2017: 89) that state critical thinking of trainee students could be improved when an appropriate instruction was used. elder and paul (2001) as cited in djiwandono, (2013), explain some components of critical thinking skills, namely: (1) interpretation: the ability to comprehend information; (2) analysis: the ability to identify the main arguments presented; (3) evaluation: the ability to judge whether this argument is credible and valid based on the logic and evidence given; (4) inference: the ability to decide what to believe or do based on solid logic and to understand the consequences of this decision; (5) explanation: the ability to communicate the process of reasoning to others; and (6) self-regulation: the ability to monitor one’s own thinking and correct flaws in logic. instructional materials also play a crucial role in the teaching-learning process. olayinka (2016: 32) asserted that instructional materials are essential and significant tools needed for teaching and learning of school subjects to promote teachers’efficiency and improve students’ performance. they make learning more interesting, practical, realistic and appealing. they also enable both the teachers and students to participate actively and effectively in lesson sessions. for this reason, in order to achieve intended characteristics, teaching materials should be well prepared, considering the context and the needs of the users. harding (200) as cited in sumarsono, bagis, and arraffi (2017: 67) suggested three recommendations to consider while coming up with a set of materials: 1. use context, texts, and situations from the students’ subject area – whether they are real or stimulated they will naturally involve the language the students need. 2. exploit authentic materials that students use in their specialism or vocation – do not be put off by the fact that it may not look like ‘normal english’. 3. make the tasks authentic as well as the tasks – get the students doing things with the materials that they actually need to do their work (harding, 2007, p 10 -11). in the teaching and learning process, sometimes speaking materials used are not appropriate for the students and not based on the context. the material does not provide the students' chances to relate their idea with their daily life. in the context of english language teaching in higher education, these processes seem to be 101 neglected. the english materials used sometimes are also inauthentic and irrelevant both for the teaching-learning process and assessment of the students’ needs. rukmini (2017: 265) argues that assessments of speaking should focus on student’s ability to interpret and convey meanings for authentic purposes in the interactive context. teachers need to use assessment tasks that are as authentic as possible in a classroom setting. this means (1) using authentic language in speaking, (2) setting real world tasks, and (3) giving the students opportunities to use language in a situation based on everyday life. there are seven components of the ctl approach that can be used as the guidance for the teacher in the implementation of it in the classroom; they are constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment (rusman, 2014; supinah, 2012; yulianti, warsiti, & chrysti, 2016; in nydia: 2018). through constructivism, inquiry, and asking questions activity, the students will find the information about the material and develop their awareness. in the learning community, they learn together in the group and share their knowledge and ideas. contextual teaching and learning have been differently defined by many experts. some experts define contextual teaching and learning as a concept that helps teachers and students relate the meaning and real world situations with the subject matter in the right way (johnson, 2002; sears, 2002). in line with the implementation of ctl or contextual approach (satriani, et. al, 2012: 11) suggests some strategies that teachers use in the classroom as follows: 1. relating is the most powerful element in a contextual teaching strategy. it also suggests that students’ learning in the context of one’s life experiences or preexisting knowledge (crawford, 2001). 2. experiencing; in a contextual approach, one strategy relates to another. teachers are able to overcome this obstacle and help students construct new knowledge with hand-on experiences that occur inside the classroom. 3. applying strategy can be defined as learning by putting the concepts to use. teachers can also motivate a need for understanding the concepts by assigning realistic and relevant exercises. 4. cooperating; teachers using student-led groups to complete exercises or handson activities are using the strategy of cooperating. this strategy refers to learning in the context of sharing, responding, and communicating with other learners 5. transferring is a teaching strategy that we define as using knowledge in a new context or novel situation—one that has not been covered in class. dealing with the explanation above, the teaching speaking material need to be well prepared to ensure that the students can learn based on the context or real world. according to johnson and sears (2002), as cited in satriani, et. al (2012: 11) contextual teaching and learning is defined as a concept that helps teachers and students relate the meaning and real world situations with the subject matter in the right way. materials which are based on the context can attract the students’ motivation and interest to study because it can help the students enrich their knowledge and improve critical thinking 102 in speaking. the contextual approach is a learning philosophy that emphasizes students’ interests and experiences (satriani, et. al, 2012: 11). therefore, this research is proposed to know the effect of contextual speaking material towards students’ 21st century skills (critical thinking). research method the research method used in this study was experimental research. the purpose of an experimental study is to investigate the correlation between cause and effect and how far its correlation is by giving certain treatment to experimental class and to control class as the comparison. this research was quasi experimental research because the random assignment was not used in determining or distributing samples into experiment class and control class. the population of the study was the students of sman 1 kopang. the sample of the research was two classes of the second-grade students of sman 1 kopang. the instrument used in collecting the data was the speaking test. the test was used to know the students speaking skill, the students are given a speaking test in the form of an oral interview test. the students’ speaking test was arranged based on the indicators at the blueprint, formulated based on the construct. the techniques of analyzing data used for the research were descriptive analysis and inferential analysis. descriptive analysis is used to know: mean, median, mode, and standard deviation of the speaking test. meanwhile, to know its significance t-test is applied. finding and discussion research finding the result of the study was then focused on the statistical analysis both descriptive and inferential. this analysis showed how to calculate the data before they are discussed and stated at the conclusion. the discussion was continued to the analysis and the interpretation of the investigation. to find out the result of the study, the researcher analyzed the data obtained from the students’ results. this study was aimed at finding out the research problem that is ―does contextual teaching learning (ctl) have a good effect towards students’ 21st century skill? table 1 the descriptive statistics of the students’ critical thinking group statistics group n mean std. deviation std. error mean score 1,00 26 54,1827 3,83963 ,75301 2,00 26 64,9038 3,60422 ,70685 the data description of the students’ critical thinking for the pre-test showed that the mean score was 54.18, the standard deviation was 3.84, and the standard error mean was 0.75 and n=26. meanwhile, the data description of the students’ critical thinking for the post-test showed that the mean score was 64.90, the standard deviation was 3.6, and the standard error mean was 0.70 and n=26. 103 table 2 the t-test of the students’ critical thinking levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed .144 .706 -10.381 50 .000 -0.7211 1.03279 -2,7955 -8.64673 equal variances not assumed -10.381 49.80 .000 -0.7211 1.03279 -2.7957 -8.64652 as the table above shows that the mean score of a posttest (64.90) is higher than that at the pretest (54.18), it could be concluded that the students’ critical thinking was improved after the treatment was given. however, as the sig. 2-tailed is (0.000) is higher than the significance level (0.05), it could be concluded that there is a significant difference between the two means of the group. discussion based on the data finding from the test, it shows that ctl gives a positive effect towards students critical thinking in speaking. there are some reasons that lead students' self-confidence improved when they were taught through ctl approach as follows; ctl leads the students to relate the topic of discussing with their real world. it is in line with dewey in nydia (2018) who informed that the students learn to connect the material being discuss with their knowledge and environment, they will learn better. by applying ctl students also have opportunity to force their brain to deliver some questions towards the problem they have because through questioning activity, the students find the information about the material and develop their awareness (nyndia: 2018). besides, in ctl the students are trained to work in a group for sharing their ideas with their friends without feeling afraid and worried. johnson and johnson and olsen and kagan in astuti and lammers (2017) state cooperative learning as a group learning activity in which individual students’ contribution to the learning is realized through their performance or presentation, which is beneficial not only for their own learning but also for their peers’ learning and the group’s goals. johnson et al as cited in muliani, et al (2016) also added that in cooperative groups, students can engage in discussions in which they construct and extend conceptual understanding of what is being learned. eventually, it is found that giving teaching material based on students learning a habit, managing the time effectively, and collaboratively paying attention to all students when working could encourage the students to be active, to interact with others and have a motivation in learning. 104 conclusion students are expected to have critical thinking skill in this era. for that reason, teachers should have a way out to assist them to achieve good critical thinking skill. one of the ways, as it is found in this research, is that through the application of contextual teaching and learning (ctl) in which it is proved that it has a significant effect for students’ critical thinking in speaking. next to that, it is expected that further researcher will take another skill into consideration to be researched that it is hoped that more benefit can be contributed to the students’ critical thinking skill regarding another skill. references astuti, p., & lammers, j. (2017). individual accountability in cooperative learning: more opportunities to produce spoken english. indonesian journal of applied linguistics, 7(1), pp. 215228. brown, h. d. (2004). language assessment: principles and classroom practice. new york: pearson education, inc. cottrell, s. (2005). critical thinking skills developing effective analysis and argument. new york: palcrave macmillan. djiwandono, p. i. (2013). critical thinking skills for language students. teflin journal, 24(1), 32–47. indrilla, n. (2018). the effectiveness of scientific approach and contextual teaching and learning approach in teaching writing. lingua cultura, 12(4), 405-41. marczyk, g, dematteo, d., & festinger, d. (2005). essentials of research design and methodology. new jersey: john wiley and sons. inc. masduqi, h. (2011). critical thinking skills and meaning in english language teaching. teflin journal, 22, 185–200. https://doi.org/10.15639/teflinjournal .v22i2/185-200. miles, m. b., & huberman, m. a. (1994). qualitative data analysis: an expanded sourcebook. evaluation and program planning. https://doi.org/10.1016/01497189(9) 88232-2. muliani., maurisa, sofia., & nurusshobah. (2016). intasc standard cores: raising students’ english modality competence. lingua cultura, 10(2), 111-115. olayinka. (2016). effects of instructional materials on secondary schools students’ academic achievement in social studies in ekiti state, nigeria. world journal of education, 6(1), 32. richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. rukmini, saputri. (2017). the authentic assessment to measure students’ english productive skills based on 2013 curriculum. indonesian journal of applied linguistics,7(2), pp. 263-273. satriani, emilia ,gunawan. (2012). contextual teaching and learning approach to teaching writing. indonesian journal of applied linguistics, 2(1), pp. 10-22. silalahi, r. m. (2017). assessing university students’ critical https://doi.org/10.15639/teflinjournal.v22i2/185-200 https://doi.org/10.15639/teflinjournal.v22i2/185-200 https://doi.org/10.1016/01497189(9)88232-2 https://doi.org/10.1016/01497189(9)88232-2 105 thinking skill by using the toefl itp reading test. lingua cultura, 11(2), 79. https://doi.org/10.21512/lc.v11i2.15 18. sumarsono., bagis., & arraffi. (2017). students’ need to develop english writing material. lingua cultura, 11(2). trilling, b., fadel, c., & partnership for 21st century skills. (2009). 21st century skills : learning for life in our times. san francisco, ca: jossey-bass. retrieved from https://books.google.com/books?hl= en&lr=&id=vuravc8ob1yc&oi=f nd&pg=pr7&dq=crosscultural+in+2 1st+century&ots=dvdmuzaxgr&si g=4upgq0mubdbtb417jiurmkrw 3r. turk, c. (2003). effective speaking: communicating in speech. england: taylor and francis e-library. vanicheva, t., kah, m., & ponidelko, l. (2015). critical thinking within the current framework of esp curriculum in technical universities of russia. procedia – social and behavioral sciences, 199, 657–665. https://doi.org/10.1016/j.sbspro.2015 .07.595. vong, s. a., & kaewurai, w. (2017). instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in takeo province, cambodia. kasetsart journal of social sciences, 38(1), 88–95. https://doi.org/10.1016/j.kjss.2016.0 5.002. živkoviŀ, s. (2016). a model of critical thinking as an important attribute for success in the 21st century. procedia-social and behavioral sciences, 232, 102–108. https://doi.org/10.1016/j.sbspro.2016 .10.034. https://doi.org/10.21512/lc.v11i2.1518 https://doi.org/10.21512/lc.v11i2.1518 https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://books.google.com/books?hl=en&lr=&id=vuravc8ob1yc&oi=fnd&pg=pr7&dq=crosscultural+in+21st+century&ots=dvdmuzaxgr&sig=4upgq0mubdbtb417jiurmkrw3r https://doi.org/10.1016/j.sbspro.2015.07.595 https://doi.org/10.1016/j.sbspro.2015.07.595 https://doi.org/10.1016/j.kjss.2016.05.002 https://doi.org/10.1016/j.kjss.2016.05.002 https://doi.org/10.1016/j.sbspro.2016.10.034 https://doi.org/10.1016/j.sbspro.2016.10.034 journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2310 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.113-120 113 improving students’ reading comprehension through listen–read–discuss (lrd) strategy at ma nurussabah praya tengah terasne 1) , nanang sugianto 2) , abdul wahab 3) , maria ulfa 4) fpbs ikip mataram terasne83@gmail.com 1) , nanang_gomong@yahoo.com 2) , wahab12@gmail.com 3) , ulfam0170@gmail.com 4) abstract this research was aimed at describe whether listen-read-discuss (lrd) strategy be able to improve students’ reading comprehension or not. it was a classroom action research. the data collected uses quantitative and qualitative data. quantitative data was gained from the result of pre-test and post-test from reading test. meanwhile, qualitative data was gained from the result of observation sheets toward students and teachers activity. the instrument uses were test and observation sheet. the result shows that the strategy be able to improve the students’ reading comprehension in report text. the improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. the mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (kkm). keywords: listen-read-discuss, reading comprehension introduction reading is the process using to get idea from text, reading enables for people to get the information from the varieties of text, such as written or printed information from newspapers, magazines, and brochures. beside that, reading as one of the language skill has an important role for facilitating students to learn a foreign language, in which through reading the students are expected to be able to find the information from the text, identify the main idea, identify the explicit or implicit from the text and understanding the purpose of the text. in reading, not only read the text but also the students’ must comprehend and understand the meaning of the text. according to kustaryo (1988) reading comprehension means understand what has been read, and it is an active thinking process that depends not only on comprehension skill but also the students’ experience and prior knowledge comprehension involves understanding of vocabulary seeing the relationship among words and concept organizing ideas, recognizing ideas, recognizing author’s making judgments and evaluating. so, from this point of few, it can be said that the reading comprehension is very important for the students if the student does not understand what they read they cannot catch the meaning of the text. teaching reading in senior high school is conducted based on the instructional objectives in english curriculum. it is states that in reading competence, the students are expected to understand the meaning of interpersonal and transactional written text in the form of recount, narrative, procedure, descriptive, report, analytical exposition, hortatory exposition, and spoof, so that students are not only expected to 114 understand the text but also the student can access the knowledge. in reality, most of the students are interested in reading, but there are some of the students do not like reading, they cannot understand what they read and do not comprehend the material they read. based on preliminary research done, the researcher found the problems; some of students are not able to identify main idea, they cannot identify reference of word and conclude the topic and the last is they difficult to find the important point of the text. those, facts passed by ma nurussabah praya tengah. it means that the students were lack of reading comprehension, on the other hand, the students’ reading comprehension does not improve, it based on the information from small project of done by their english teachers. this is a reason the writer would like to apply a strategy in teaching reading called listen – read – discuss (lrd) strategy. it is strategy could be activating the students, it focuses on knowledge of students to get good comprehension in reading and the researcher would like to choose the research to improve the students reading’s comprehension. according to kustaryo (1988) reading comprehension means understand what has been read, and it is an active thinking process that depends not only on comprehension skill but also the student experience and prior knowledge comprehension involves understanding of vocabulary seeing the relationship among words and concept organizing ideas, recognizing ideas, recognizing author’s making judgment and evaluating. so from this point of few, it can be said that the reading comprehension is very important for the student if the student does not understand what they read they cannot catch the meaning of the text. brown (2003) types of reading into four categories: a. perspective perspective reading task involves attending to the components of larges stretches of discourse: letters, words, punctuation, and other grapheme symbol. b. selective these categories in order ascertain one’s reading recognition of lexical, grammatical, or discourse feature of language within a very short stretch of language, certain typical task are used: picture-cued tasks, matching, true/false, multiple choice. c. interactive interactive reading is process of negotiating meaning, the reader brings to text a set of schemata for understanding it, and take is the product of that interaction. d. extensive extensive reading applies to text of more than a page, up to and including promotional articles, assays, technical reports, short stories, and books. however, the researcher only focuses on the interactive, because based on the level of senior high school the student has able to comprehend. listen – read – discuss strategy is a strategy help the students understand a text. the teachers give a short lecture to the students. then the students read the text that the teacher spoke about story. after reading, the students discuss the 115 information they read and the lecture of the teacher gave. this strategy also helps the students use their prior knowledge. jennifer hamilton in her article stated that listen, read, discuss strategy is a good strategy to teach reading material, the students to hear the lecture from the teacher first before even reading. in this step, the students use their prior’ knowledge about the text then the struggling readers into the discussion because the text is discussed before reading. in addition, jennifer hamilton’s statement is supported by tarek elabsy (2013) stated that for the struggling students, who have difficulty reading proficiency on their own, benefit from this activity because they activate their prior knowledge through listening to the teacher’s introduction of the topic. the teacher asks the students to listen to his or her presentation, to read, and to discuss what they read with each other to deepen their understanding. therefore, to ensure student interest, the teacher should select topics of which students do not have prior knowledge. another experts also state like that, their opinion is almost same with other, one of them is coming from alvermann (1987)., he stated listen – reading – discuss strategy is a strategy guides students to be an active student in learning. here the students can be trained to be better listener, reader, and speaker. the teacher first lectures about a selected portion of material. students then read that portion with the purpose of comparing the lecture and the written content afterward the students and teacher discuss the lecture and reading. research method research is the systematic process of attempting to find out a solution to a problem (when the solution is not known) using an acceptable methodology, tomal, (2010). in this research, the researcher will use classroom action research (car) with mix methods research that is qualitative and quantitative approach”. according to kemmis and mc taggart, in burns (2010: 9) this is a cyclic research which each cycle consist of four steps namely plan, action, observation, and reflection (kemmis and mc taggart, in burns, 2010: 9 ). the following steps of this research are as follow: figure 1. cyclical ar model in each cycle, there are four steps such as planning, acting, observing, and reflecting. if the first cycle is success, the researcher does not need to go to the next cycle. and if the result of the first cycle is unsuccessful, the researcher must be continuing to the second cycle to revise and conduct the steps in the next cycle until achieving the object of the research. so it depends on students score based on the criteria of car success. 116 research subject in this research, the researcher chooses ma nurussabah praya tengah as subject of the study especially xi grade students. it consists of 2 classes xi ips (a class) and xi ips (b class) and the researcher will take xi ips (a class) class as subject of the research. it consists of 20 students. the location of ma nurussabah praya tengah, central lombok, west nusa tenggara. instrument of the study the research instrument that used in this study was test and observation sheet. the test was reading test in which the students wrote text in form of report text. the test was conducted in pre-test and post-test. furthermore, the researcher used observation sheet to observe the teaching and reading process in reading class. technique of data collection to collect the data, the research will give pre-test and post-test to the students. the clear explanation about both of those test are: 1. pre-test before the researcher gives treatment to the students, the researcher will give pre-test to take the data. the researcher will ask for the student to answer the reading test which both of this test have 15 items. 2. post-test after the researcher teach the students by using lrd, the researcher will give post-test to the students. the post-test contains 15 items of reading test. from the result of post-test, the researcher will take conclusion about this research. technique of data analysis 1. quantitative data in analyst, the quantitative data, the researcher try to get the average of students’ vocabulary score per action in cycle. it will use to know students’ performance during learning process of reading comprehension. the researcher will take the data by using reading test. the researcher used objective test. it divides into 15 items of dyadic essay. 2. qualitative the qualitative data was the description on the process of listenread-discuss strategy to improve students’ reading comprehension in report text from the planning to acting and the observation and also to the reflecting process. finding and discussion research finding cycle i from the result of students’ reading score on cycle 1 after the implementation of listen – red – discuss strategy. it was found that the students who got the highest score 85 (5%) of 20 students was the student initial di, 80 (5%) there was one student. 77 (5%) one student. 75 (45%) there were nine students. 66 (10%) two student. 65 (15%) there were three students. and the lowest score of 20 students was 60 (5%) was gotten by student initial lai. the sum of the score was 1.444. they called pass if their score was equal or more than kkm 75, but they called fail if their score under the kkm 75. meanwhile, from the twenty students, there were twelve students who pass the minimum passing grade or kkm 75. 117 based on the calculation, the mean score of reading test in cycle one was 72,2. the highest score was 85 and the lowest score was 60. the result of the test shown that the comprehension of students was still needed to be improved. because the students’ mean score did not achieve the criteria of success yet 75. also, the percentage of students learning achievement were still less, there were only 12 students or 60% out of the 20 students who achieved the score of kkm while the rest of them were 8 students or 40% failed. it still needed at least 85% to reach the standard. result of observation sheet in cycle 1 the research also observed the student activities jotted down the result into the observation sheet. the result of the observation were as follow: 1) 6 students were focus on their strengths while they managing their weakness (30%) 2) 5 student were enjoy challenging themselves and setting goals (25%) 3) 9 students are still deficient in determining a story’s core using listen – read – discuss strategy (45%) the reflection of classroom action research was conducted after getting the result of reading test. based on the analysis of teaching and learning process and the result of students’ reading in first cycle. it showed that the implementation of listen – read discuss strategy not yet gave the satisfactory result in improving students’ reading comprehension. the students still got difficulty in reading, the students did not actively in reading process seen from the result of observation checklist. beside it, the result of students’ reading test did not meet yet the criteria of success in which the mean score of post test 1 was 72.2. it was lower than the criteria of success that was 75. so that’s way, the researcher and the collaborator teacher decided to conduct the second cycle. cycle ii based on the results of student’ reading scores in cycle 2, it could be concluded that the listen – read – discuss strategy could improve the students’ reading comprehension. this can be seen from the criteria of success defined in this study. first, the students became more active in the teaching and learning process as seen on the observation checklists. second, the mean score of the students’ reading obtained in post test 2 was 78.25. it was greater than the mean score in post test 1 was 72.2. therefore, the action research was success. based on the result of observation sheet showed the fact during implementation in cycle two those are; first, most of students paid attention to the teacher’s explanation because the teacher used both english and indonesian language to ask them to learn and do the tasks within group to describe particular topic given by investigated it directly to gather some information. they looked very enthusiastic and cooperative. second, the students more active involved in the groups with the new form of the groups and with the new topic discussed. third, the students were able to produce acceptable paragraphs because there were found fewer errors than in the first cycle. it because of the teacher gave more control and guidance during the process of making paragraphs until the last process of reading. 118 result of observation sheet in cycle 2 the researcher also observed the student activities and jotted down the result into the observation sheet. the result of the observation were as follows: 1) 9 students were focused on their strengths while they managing their weakness (45%) 2) 8 students were enjoy themselves and setting goals (40%) 3) students were not afraid to acknowledge when they do not something (15%) discussion based on the findings of research, the listen – red – discuss strategy could enhance students’ reading ability in descriptive text. it was proven by students’ mean score and the total percentage and the students learning activity that increased in every meeting during teaching and learning process. in conducting the teaching and learning process on the first cycle, the researcher found that several of students still seemed confused and difficult to read or find out the ideas and less pay attention to teacher’s explanation. moreover, the result of the students’ mean score on the first cycle did not meet the criteria of success. therefore, the researcher and the collaborator decided together to conduct the second cycle. then on cycle two, the activities in this cycle was done better than the cycle one. the students involved actively in learning process and paid attention to the teacher’s explanation. they looked enthusiastic to do the tasks by using this strategy and they followed every instruction from their teacher. through listen – read – discuss strategy involved students work within a group and do the investigation directly toward the object that given by the teacher. based on the result of data analysis on cycle 1, it was found the students’ highest score was 85 and the lowest score was 60. generally, in the cycle 1, there were 7 students who passed the test beyond the criteria of success was 75 based on the school agreement. and the rest of them 13 students were failed on the test or still under the criteria of success. meanwhile, on the cycle 2, the students’ highest score was 90 and the lowest score was 65. in this case, the students’ progress showed that the students who achieved the criteria of success increased from 12 students (60%) on cycle 1 to 17 students (85%) in cycle two. from the result of cycle 1 and the cycle 2, it was showed that the listen – red – discuss strategy could enhance students’ reading comprehension in descriptive text. in addition, related to the relevant study in this research, there were some differences and the similarities found those are; based on the research conducted by nurtalina (2013). it has the same strategy to use in improving students reading comprehension through listen – red – discuss strategy. but this research had difference in the use of research design, this research was used the classroom action research, while nutralina’s research used experimental research with experimental group and control group. the result of both these research showed that the use of listen – read – discuss strategy improving the reading comprehension of the students. conclusion and suggestion after analyzing the data, the researcher could conclude that the 119 implementation of listen – read – discuss strategy was able to enhance students’ reading comprehension in report text at the tenth grade of ma nurussabah praya tengah. the students’ achievement in reading report text was better after implementing the listen – read – discuss strategy. it was proven by the result of the mean score at cycle 1 was 72.2 (60%) and cycle 2 was 78.25 (85%). there was a progress, but the result of cycle 1 was not met the criteria of success yet. then, the result of observation sheets on cycle one showed that not all of the students involved actively in teaching and learning process. on cycle 2 was found that there were 17 students or 85% of 20 students who passed the criteria of success or kkm was 75. in conclusion, by using listen – read – discuss strategy was able to enhance students’ reading ability in report text, through this strategy was gave chance for students to work together within a group and do the investigation directly toward the object that given by the teacher. and this strategy was called successful based on the findings of the research. based on the research finding, listen – read – discuss strategy was able to increase students’ reading in report text.this strategy could be the alternative to overcome the students' problem in learning reading. so, the researcher would like to contribute some suggestions for reader, especially: 1. for the teacher listen – read – discuss would be helpful to increase students’ reading, so the teacher needs to maintain using listen – read – discuss strategy in the next new academic year. 2. for school the principle of ma nurussabah praya tengah must be considered this strategy to be applied by other teacher with other subject not only english teacher because this strategy is dealing with observation directly to the object. references brown, h. d. (2003). language assessment principles and classroom practices. california: longman group ltd. __________. (2003). handout of introduction to readin comprehension. unpublished. ikip. mataram. burns, anne. (2010). doing action research in english language teaching; a guide for practitioners. routledge. new york. casale and manzo. (1985). literacy and learning: reading in the content areas. florida: ted buchhoz. __________. (1985). listen read discuss: a content reading heuristic. journal of reading. charles, alderson, j. (2000). assessing reading. cambridge university press. english language institute. (1994). english with listen read discuss book 1 beginners. europe. kustaryo. 1988. action research for teacher candidates. the united states of america. manzo, casale. 1985. the procedure of listen red discuss lrd. bantam. usa. tarekelabsy. 2013. definition of listen red discus edition. pcp. london. 120 wilkinson, david 2009. using research instruments a guide for researchers. isbn details. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2342 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.1-8 1 extensive reading on accuracy, acceptability, and readability in translation study tatik irawati stkip pgri jombang tatik.stkipjb@gmail.com abstract the purpose of this study was to determine the effect of extensive reading on the ability to translate scientific and non-scientific articles. translation techniques that often appear a literal translation, adaptation, discursive creation, borrowing, generalization, and calque. whereas translation methods use a free translation, adaptation, faithful translation, word for word translation. the research method used experimental quantitative with subject 35 in class a and b. the extensive reading value of 25% had the highest score between 81-92, then 45% had average reading ability between 66-80 and 30% low or level the reading is not good with a value of 0-65. significant between the two is 80% indicating the level of quality of translation results is good if the er is high. keywords: extensive reading, translation, quality of translation introduction extensive reading is an activity in which readers should be given the text that is in accordance with their language skills. text that is too difficult for the reader will cause them to well on the meaning of the contents of the text so that the information that should be captured cannot be absorbed in all. therefore, in reading extensively, readers should be chosen to read multilevel material according to their language skills. er is an alternative approach that offers new ways of teaching the ability to read english texts. these new ways are considered to be able to complement, not replace, the intensive reading approach, which has been proven to be less effective in forming learners who want and are able to read in large numbers. according to day & bamford (1998), the conditions of reading classes can be summarized in three circumstances. first, “students have no willingness to read, or if they read they do it slowly and without enthusiasm”.( learners have almost no desire to read, even if they read, it is done very slowly and is less enthusiastic). second, ”students come to the class with an uneasy feeling, and they quickly become bored with the reading lessons”. (learners attend reading lessons in an uncomfortable mood, they are anxious, and very quickly get bored with reading classes). third, students only read english written materials if they are asked by their teacher; apart from that, they rarely read english texts. (learners only read english texts if instructed by their teacher, beyond that they almost never read). the translation is a type of activity and the purpose is to understand others in certain intentions. translation can also be analogous to an effective sentence by an author. effective sentences are (1) sentences that can accurately represent the author's ideas (feelings) and (2) be able to generate the same ideas right in the mind of the reader (listener). the translation is the substitution of textual material in a language (source language) with mailto:tatik.stkipjb@gmail.com 2 equivalent textual material in another language (target language). the translation is the replacement of textual material in one language (sl) by equivalent textual material in another language (tl). (catford, 1965: 20; house, 2018: 9). in this case, a translator seeks to explain the meaning of the source text to the reader in the target language by finding the appropriate equivalent to be easily understood. so, according to catford in translation, an interpreter must be able to replace or replace an equivalent text material to tl. in the process of translation, there are techniques and methods. translation techniques are the method used to divert messages from the source language (sl) into the target language (tl), according to molina and albir (2002) translation techniques have five characteristics (1) translation techniques affect the translation results, (2) techniques classified by comparison in the sl text, (3) techniques are at the micro level (4) techniques are not interrelated but based on certain contexts, (5) techniques are functional. molina and albir also explained that there are 18 categories of translation techniques, namely adaptation, amplification, borrowing, calque, compensation, description, discursive creation, established equivalent, generalization, linguistics amplification, linguistics compression, literal translation, modulation, particularization, reduction, substitution, transposition, and variation. while the translation method includes the word-for-word translation, literal translation, faith translation, semantic translation, adaptation, free translation, idiomatic translation, communicative translation (newmark, 1988: 45). the quality of the translation is determined by three aspects, namely the accuracy, acceptability, and readability. of course, the best is the result of translation with a high level of them. however, with various considerations in practice, it is sometimes difficult to produce a perfect translation. often translators faced with the choice to be more concerned with an aspect and sacrifice little other aspects. correctness is related to the equivalence of meaning between sl and tl. the translated message must be conveyed accurately, as well as meaning. accuracy is the basic principle of translation, so it must be the main focus of the translator. if the accuracy of a translation is very low, it can be questioned whether the results include the translation or not. the intended meaning is not just the form, but the message, idea ideas on the sl conveyed to tl. matching also does not mean one-onone correspondence, with word-for-word translation. but more on the whole idea or message (nababan, 2012). why extensive reading has an effect on the results of the translation because with good reading skills the translation results are also good. according to sakurai (2015) in his research, it was explained that the ability to read a translator greatly influenced the results of the translation, especially in the structure of the language and order of words in the source language and target language. good translation results tend to be of high readability so that they are acceptable and easy to understand, and vice versa. in some quantitative studies consisting of pre-tests and post-tests the values were clearly visible before treatment and after. reading and its application to an interpreter affect thinking patterns during the translating process. it was also explained that in efl the ability 3 of reading and translation is very related. including in linguistics research closely related to reading and translation, both of them support each other. in linguistics, a thorough and accurate linguistic analysis is needed, so that someone who is accustomed to speed reading can help analyze it correctly (pham, merdhad, maryam, 2015) and pouya (2012). from the results of the explanation above, the purpose of this study was to find the extensive reading effect on the quality of the translation which included accuracy, acceptability, and readability. research method the research method used is quantitative using 125 data. the research subjects were in pre-test 35 in class a and 35 in class b. the post-test consisted of 35 classes a and 35 class b students in the 5th semester of english language education who took the extensive reading course and were taking courses in translation. instruments used are tests, questionnaires, and structured interviews. the deductive analysis uses statistics to test the hypothesis. finding and discussion there are two classes in treatment and non-treatment classes, some differences between intensive reading and extensive reading are explained in the following table. table 1 distinguishing characteristics of extensive reading and intensive reading type of reading intensive extensive class goal read accurately read fluently reading purpose translate answer question get information enjoy focus word-by-word meaning material often difficult teacher chooses easy student chooses amount not much a lot speed slower faster method must finish need dictionary stop if you don’t like it minimum use of a dictionary (adopted from day & bamford, 1998, 123). the research subjects were students who had passed extensive reading courses and were taking courses in translation. values were taken when first entering the pre-test and post-test conducted after treatment. data in the form of translation of some material depends on student interest. of the 35 number of class a and b students, there are 40% translating scientific articles, 30% translating novels and some fictitious stories and 30% translating newspapers, magazines and other free reading. translation objects are chosen by students according to their interests and the background of the books they have read before. the result compared with the extensive reading value of 25% had the highest score between 81-92, then 45% had the average reading ability between 66-80 and 30% low scores or the reading rate was not good with a score of 0-65. the results of the translation quality are divided into three parts, namely accuracy, readability and acceptability explained in the following table. table for assessment of the translation quality of nababan, nuraeni, and sumardiono (2012). table 2 accuracy translation category score indicators accuracy 3 the meaning of words, terms, phrases, 4 clauses, sentences or source language texts is accurately transferred to the target language; there is absolutely no distortion of meaning less accurate 2 most of the meanings of words, terms, phrases, clauses, sentences or source language texts have been accurately transferred to the target language. however, there are still meaningful distortions or translations of double meanings (taxa) or meanings omitted, which disturb the message not accurate 1 the meaning of words, terms, phrases, clauses, sentences or source language texts is inaccurately transferred to the target language or omitted (deleted) table 3 acceptability translation category score indicators acceptability 3 translation feels scientific; technical terms used are commonly used and familiar to readers; phrases, clauses, sentences used are in accordance with indonesian principles less acceptability 2 in general, the translation feels scientific; but there are few problems with the use of technical terms or there is a slight grammatical error not acceptability 1 the translation is not natural or feels like a translation work; technical terms used are not commonly used and are not familiar to the reader; phrases, clauses, sentences used are not in accordance with the rules of indonesian language table 4 readability translation category score indicators high readability level 3 words, terms of phrase techniques, clauses, sentences or translated texts can be easily understood by the reader medium readability level 2 in general, the translation can be understood by the reader, but there are certain parts that must be read more than once to understand the translation low readability level 1 the translation is difficult for readers to understand of all the instruments assessed for the quality of the translation above, researchers used the table design used in the questionnaire to be given to the informants, namely as follows; 5 table 5 assessment of translation accuracy data code data source text: ________________________________________________________________ target text: _______________________________________________________________ accuracy score (circle the number below) _______________________________________________________________ 1 2 3 comment ________________________________________________________________ table 6 assessment of translation acceptance data code data source text: ________________________________________________________________ target text: _______________________________________________________________ acceptance score (circle the number below) _______________________________________________________________ 1 2 3 comment ________________________________________________________________ table 7 assessment of translation readability data code data source text: ________________________________________________________________ target text: _______________________________________________________________ readability score (circle the number below) _______________________________________________________________ 1 2 3 comment ________________________________________________________________ the results of extensive reading data analysis and translation quality are summarized in the table. 8 of the following: 6 table 8 the results of extensive reading data analysis and translation quality no data extensive reading score translation technique translation metode translation quality ka kb kt 3 2 1 3 2 1 3 2 1 1 high literal translation free translation √ √ √ 2 high adaptation adaptation √ √ √ 3 medium discursive creation faithful translation √ √ √ 4 low discursive creation the word for word translation √ √ √ 5 medium borrowing free translation √ √ √ 6 medium literal translation free translation √ √ √ 7 low generalization the word for word translation √ √ √ 8 high discursive creation adaptation √ √ √ 9 low calque the word for word translation √ √ √ 10 medium generalization adaptation √ √ √ dst ... ... ... .. .. .. .. .. .. .. .. .. in the table above, it is explained that the extensive reading value consists of high, medium and low, while the types of translation techniques of the 18 types used an only literal translation, adaptation, discursive creation, borrowing, generalization, and calque. whereas translation methods use free translation, adaptation, faithful translation, word for word translation. at the highest value of extensive reading using literal translation and the free translation method on average the quality of translation results is high compared to those with a low extensive reading value, although using various translation techniques as well as translation methods still the quality of translation cannot be good. translation out of context ie literal translation is often used with high translation quality values. adaptation technique that is considering cultural values in the source language and target language, is different from discursive creation with the use of equivalent out of context. this is done to attract the attention of prospective readers. translation techniques are done by borrowing a word or phrase from the source language. borrowing can be pure (pure borrowing) without adjustments or naturalized loans (naturalized borrowing) with adjustments to spelling or pronunciation. generalization uses terms that are more general in the target language for more specific source languages. this is done because the target language does not have a specific equivalent. this technique is similar to the acceptance technique (acceptation). calque is done by translating the source language words or phrases literally. this technique is similar to the acceptance technique (acceptation). in this study using several translation methods, namely free translation, which is a free translation method, prioritizes sl content rather than its structural form. the method of adaptation is the freest method of translation. that is, the attachment of language and culture to sl is very thin, 7 almost nonexistent, the attachment is even closer to tl. cultural elements found in sl are replaced with cultural elements that are closer and closer to the target readers. translation with the faithful translation method tries to form contextual meanings but still remains tied to the grammatical structure of the sl. this translation tries as closely as possible with sl. this raises a discrepancy with the tl rules, especially the translation of cultural terms so that the translation results often feel stiff. the word for word translation is the lingual unit at the word level. one by one the words is translated in sequence, without regard to context. cultural terms in sl (source language) are literally translated (literal). this method can be applied well if the sl structure is the same as the tl structure or sl text which only contains single words not constructed into phrases, clauses or sentences so that they do not interrelate meaning. this method can also be used when dealing with a difficult phrase, namely by doing a word-for-word initial translation, then reconstructed into an appropriate translation of the phrase. figure 1. the quality of translation result conclusion the results of this study show that extensive reading greatly influences the ability to translate. because a translator needs techniques and methods during the process of translating. the choice of words and sentences is very important so that the target language is acceptable and the level of readability is high. the level of significance in this study is at the middle level, which is vulnerable to values between 66-80. the quality of translation is accurate, readability and acceptability are good. references bamford j., & richard r. day. (1998). extensive reading in the second language classroom. cambridge: cambridge university press. catford, j.c. (1965). a linguistic theory of translation. london: oxford university press. house, j. (2018). translation the basic. first published. new york: routledge. maryam & kourosh (2015). the comparative impact of reading comprehension and translation practices on efl learners’ grammar achievement. journal of studies in education. issn 2162-6952, vol. 5, no.4. mehrdad & masood (2015). the effect of teaching reading comprehension skills on translation quality of iranian efl learners. international journal of applied linguistics & english literature. issn 2200-3592 (print), issn 2200-3452 (online), volume. 4 no. 1. retrieved january 2015 from http://www.journals.aiac.org.au/inde x.php/ijalel/article/view/1237/122 7. molina & albir. h. (2002). translation techniques revisited: a dynamic and functionalist approach. university autonama de barcelona, barcelona, spain: meta jurnal xlvii. 0 1 2 3 4 5 6 extensive reading translation technique translation methode translation quality er sl tl http://www.journals.aiac.org.au/index.php/ijalel/article/view/1237/1227 http://www.journals.aiac.org.au/index.php/ijalel/article/view/1237/1227 http://www.journals.aiac.org.au/index.php/ijalel/article/view/1237/1227 8 nababan, nuraeni, & sumardiono. (2012). pengembangan model penilaian kualitas terjemahan. kajian linguistik dan sastra, vol. 24, no. 1. newmark, p.(1988). a textbook of translation. london: prentice hall. pham, chuc t.k (2015). reading comprehension and translation performance of english linguistics students of hung vuong university: a correlation study. international journal of english language & translation studies. issn: 23085460. retrieved from http://www.eltsjournal.org/archive/va lue5%20issue3/10-5-3-17.pdf. pouya. f (2012). on the effect of translation on promoting reading comprehension in esp. journal of basic and applied scientific research. issn 2090-4304. retrieved from https://pdfs.semanticscholar.org/aa60 /db69b687b48a60dae11e0798ad13da 2eba0d.pdf. sakurai, n (2015). the influence of translation on reading amount, proficiency, and speed of extensive reading. reading in a foreign language, issn 1539-0578, volume 27 no. 1. retrieved april 5 th from https://nflrc.hawaii.edu/rfl/april2015 /articles/sakurai.pdf. http://www.eltsjournal.org/archive/value5%20issue3/10-5-3-17.pdf http://www.eltsjournal.org/archive/value5%20issue3/10-5-3-17.pdf https://pdfs.semanticscholar.org/aa60/db69b687b48a60dae11e0798ad13da2eba0d.pdf https://pdfs.semanticscholar.org/aa60/db69b687b48a60dae11e0798ad13da2eba0d.pdf https://pdfs.semanticscholar.org/aa60/db69b687b48a60dae11e0798ad13da2eba0d.pdf https://nflrc.hawaii.edu/rfl/april2015/articles/sakurai.pdf https://nflrc.hawaii.edu/rfl/april2015/articles/sakurai.pdf journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2305 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.86-93 86 wall magazine as media in grasping pupils’ reading interest at primary level diah astuty 1) , fathurrahman 2) lamongan islamic university diahastuty@unisla.ac.id 1) , fath@unisla.ac.id 2) abstract the paper aims to describe the literacy movement initiated by indonesian government. since there is disproportional distribution of literacy exposures between the pupils who are living in urban areas and the pupils who are living in rural areas, it needs important roles of teachers and school managements mainly for those at rural areas in developing and improving reading habits for their pupils. the wall magazines can be used as affordable media in grasping pupils’ reading interest at primary level. the appropriate procedures in using wall magazines at primary schools can support divergent purposes to make the pupils get interested in reading. the use of wall magazines is also intended to create reading environment for the pupils in order to learn and apply the literacy movement program at early level. the appropriate use of strategies in using wall magazine is planned to train the pupils learning how to read and think critically about the textual materials that are provided by using attractive and appropriate visual mode. the study would be conducted as casestudy in describing the procedures and the use of wall magazine at sdn pamolokan 3 at sumenep as a part of literacy movement program at school (which known as gerakan literasi sekolah or gls). the data of this study would be qualitative data in the forms of questionnaires results and interviews. keywords: literacy exposures, wall magazine, literacy movement, literacy competence introduction since undp issued the indonesian human development index in 2016 that it was considerably low at the point of 0.689, this fact consequently places indonesia as the 113 th of 188 countries around the world. the information has given real description that one factor of other accumulated determining factors of the hdi in indonesia; in relation to the inequality for achieving descent standard living was the inequality of literacy competence. the indonesian government relates the inequality for achieving descent standard living with literacy competence from indonesian citizens concerning of their literacy competence. this was an urgent issue and needed to develop from time to time into the government strategic plans. the national program on literacy movement was initiated on the undp overview that the literacy competence would open access to knowledge. meanwhile, there is unequally proportion of literacy competence distribution from indonesian pupils because of factor of their domicile areas. the pupils who living in java, sumatra and the pupils who living in some remote areas at papua would gain differently in their literacy competence because of the difference in literacy exposure to the pupils. similarly, the condition of the disproportional exposure to literacy competence among indonesian pupils also occurs between those who are living in urban areas and those who are living in rural areas. the indonesian pupils who 87 living in urban areas is more widely exposed to develop their literacy competence than the other pupils in rural areas consequently from several reasons lying behind. the condition has been supported by the level of education from the parents since the higher level of education from the parents will provide wider access to the children improving their literacy competence (pakpahan, 2016: 339). furthermore, the children who are living in urban areas get more facilities since the better facilities are provided by regional government or private sectors. there are many reading parks provided for children who live at urban areas can utilize. the public areas such as public libraries or private libraries, book stores are the facilities that the children can occupy. in addition to the formerly discussed condition, the lack of interest from indonesian pupils on their reading habit could be triggered by the culture in which almost indonesian families consider reading habit is not a part of their primary needs. reading is considered as the activities that it must be involved with academic activities; therefore, reading is a part of schools or formal/informal learning places responsibility to their pupils or learner communities. by adopting the misleading assumptions, there are numbers of indonesian parents assume that reading is not a part of their family culture or responsibilities of parents to their family members. consequently, the parents’ roles to contribute on their children’s reading activities considerably less than the children need to have. therefore, schools and learning communities are accessible facilities to provide the children for improving their literacy competence. principally, schools as formal learning institutions for children have responsibility to deal with this competence. schools which function as the primary sources of knowledge for the pupils who living in rural areas should play important roles with the purpose of attracting the pupils’ interest mainly in reading activities. there are some programs supporting literacy movement program that the schools and learning communities need to implement and be considered. as a result, teachers and school management should work cooperatively in creating innovative and attractive media for the pupils in order to develop their reading habit. this study would describe the use of wall magazines at sdn pamolokan 3 sumenep that facilitate it as the media for running the program which called gerakan literasi sekolah (gls) or the literacy movement program at school. research method this study would apply case study to describe the use of wall magazines as the media that it would facilitate the reading activities for the pupils at sdn pamolokan 3 sumenep. the media of wall magazine would be functioned as the supporting media in promoting literacy movement program at school or gerakan literasi sekolah (gls). the qualitative data would be resulted from the interview and questionnaires that distributed to the teachers of sdn pamolokan 3 sumenep who teaching at 4 th grade to 6 th grade. the wall magazines considered would be effective to apply for the pupils at 4 th grade above. there were three factors that the study would emphasize to explore in using the wall magazines as media; (1) the use of wall magazines in building sense of 88 belonging and responsibility from the pupils, (2) the use of wall magazines as a strategy to attract the pupils’ interest in reading and (3) the use of wall magazines with the collaborative reading method. 1. facilitating reading environment for pupils at primary level reading for pupils at primary level should be triggered with several motivations. motivations to read should be created by the environment where the pupils get involved with. the environment could be the family environment where the pupils are brought up and the school where the pupils are learning. slameto (in pakpahan, 2016) stated that there are internal factors and external factors influence the pupils in learning. external factors for instance the school environment could be created in order to give learning atmosphere for the pupils. the school environment include teachers are the part of motivation triggers for the pupils to construct their reading habit. therefore, facilitating reading environment for pupils living at rural region could be conducted by involving the essential roles of teachers in addition to motivate their pupils’ reading habit. teachers as facilitators are considered as the key in creating reading habit. the atmosphere that teachers create can generate the interest of pupils to read. according to wortham (2006: 330), teachers should acquire ability to implement reading comprehension strategies to enhance their pupils’ understanding and enjoyment of what the pupils read. teachers should act as assessor and evaluator in keeping of track to their pupils’ reading activities that the reading activities need to observe with the intention of developing the pupils’ reading competence. the role of environment is important for promoting literacy to the pupils. reading environment at elementary school should provide opportunities for the pupils to explore, to experiment, to hypothesize and to reflect about what the pupils have read. it would recommend creating classroom that is enriched with printed materials. the print rich environment that consists of books, children’s material readings and environmental prints such as flyers, manuals and letters could encourage the pupils to develop their reading competence (tankersley, 2003: 162). at sdn pamolokan 3 sumenep, the school management facilitated the reading environment by providing the reading corner that it provided some books to the pupils. wall magazines were provided in each classroom to support reading activities conducted by the pupils. the school management also allocated extra 30 minutes before the classes began twice in a week. the extra allocation time was aimed to habituate the pupils’ reading activities. 2. the procedures of collaborative reading with wall magazines as the media when the pupils are triggered their reading interests, the pupils can enjoy their reading activities in more pleasures and enjoyment. although their reading activities are considered situational activities since the activities are triggered externally for instances because of some attractive books provided, teachers are considered to create more motivating activities in order to inject more intrinsic motivation to their pupils for developing their reading habit. teachers can 89 implement apt approaches and strategies to stimulate their pupils starting their reading activity and developing their pupils’ reading interest for exploring more about the reading materials. the concept of this reading activity is enduring. enduring concept needs the teachers play more than as the model of successful readers to their pupils (cambria, 2010: 17). by doing this, it hopefully encourages the pupils to get more motivated internally and the pupils have awareness that reading is a part of life activities. the pupils can appreciate more respectfully the value of their reading activities. the pupils can gain more confidence that their reading ability is being improved time to time. further, the pupils can relate their experiences in reading with their daily experiences. collaborative reading activities in enduring concept are recommended since the activities can encourage the pupils to learn how to gain success by collaboration. the pupils need to learn how to socialize and assess them as individual with the others in one group relating to improving their personal reading performance. the activities can motivate the pupils to improve their reading performance by learning aspects of their reading performance in which they can select or analyze the aspects from themselves that need to improve. the pupils can reflect what they’ve read, discuss and respond to book or other materials. in addition, the pupils can learn how to manage the diversity among them in classroom by encouraging varied thinking and extending understanding of reading materials in socio-cultural context (pittman, 2014: 119). additionally, the procedure of collaborative reading activities at this study would be focused on the reading activities of the pupils at 4 th grade class to the pupils at 6 th grade class. the classroom teachers distributed the pupils into small groups that it consisted of 5 to 6 pupils each. the strategies for reading activities could diverge starting from independent reading activities, practicing storytelling and making resume of the reading materials. wall magazines would be used as media to display the groups’ resumes and synopsis of the reading materials. teachers would introduce the use of wall magazine as display media by asking each group displayed their basic literacy product such as synopsis. other group could read the other group’s basic literacy product displayed on the wall magazines. 3. using wall magazine as media to attract pupils’ interest to read school managements need to consider the ways creating reading environment to their elementary pupils by utilizing wall magazines. besides good management of school library, school management and teachers should creatively occupy any spaces of the school to become media for literacy movement. likewise, school managements and teachers could use corridors and classroom’s spaces as reading environment to encourage the pupils’ reading habits by using wall magazines. wall magazines should be managed creatively and carefully. the appropriate procedures using wall magazines should be concerned by school management and teachers in purpose of attracting the pupils’ interest to read the wall magazines. mostly, the pupils are more interested in the visual mode of the text. at primary level, the pupils are found to tend to learn the conceptual of re 90 organization of the world through images (dimopoulos, 2003: 3271). regarding the formerly reasons, each classroom is recommended to construct its own wall magazines on the subject of educating or triggering the pupils’ literacy. there are some deferentially purposes to do this activity. first, by having each own wall magazines, the pupils are encouraged to acquire sense of belonging at early stage of their life. having sense of belonging would promote the responsibility to the pupils. the second purpose is teachers at each level can creatively create the content of wall magazines based on the level of reading competence. they can select the content to promote their pupils’ both reading needs and reading interests. the third purpose is teachers could collaborate with their pupils in creating their wall magazines. this activity can encourage the close relationship between teacher and pupils with emotional bounds. the teacher could observe and do assessment in understanding the needs of their pupils and the pupils’ problem in reading. the procedures in using wall magazines should rely on several considerable factors. the first is the place where the wall magazines should be hung on or put. there should be centers for wall magazines with specific contents that the pupils can easily catch up and read. the most important is the pupils should be trained how and where they can find out and read specific information which they are looking for. the second procedure is the layout of wall magazines. ideally, the wall magazine should be eye-catchy in order to attract the pupils’ attention and then, trigger their interest to read. the language should be easily understood for children in purpose of generating their confidence to read and valuing their reading competence. the content should be selected carefully by school management and teachers to avoid unnecessary and inappropriate content for children to read. the content of the text for wall magazines should be interesting in its visual mode since the pupils were observed being triggered their reading interest by visual stimulus such as a play object or viewing a picture (hidi, 2001: 192). the third procedure is the selection of the text material content for the wall magazine. relating to the purpose of using wall magazine in attracting the pupil’s reading interest, teachers and school management should consider the ways how to select the good content of text material. teachers need to consider how to apply authentic practices that the practices can be connected to broader social and cultural practices within their local communities and the pupils’ communities (larson, 2005: 24). pupils need to be asked in taking participation to understand or formulate the purposes for the activities of their reading. this study would describe the interconnection of using wall magazines as reading media that it could deliver positive effects to the pupils such as the sense of belonging and sense of having responsibility. using wall magazines would enhance the pupils’ interest in reading increase. finding and discussion the findings showed that teachers used wall magazines as media to support literacy movement program (gerakan literasi sekolah) at sdn pamolokan 3 sumenep. teachers used wall magazines as media to locate reading materials at 91 each classroom. each wall magazine has different theme for each classroom since the wall magazines were applied with various reading materials to support literacy movement program. the material contents for wall magazines were teachers’ decision. teachers selected the reading contents based on three criteria: (1) the reading contents were selected in accordance with the age and the grade of the pupils, (2) the reading contents were selected to function as learning sources for the pupils and (3) the reading contents were selected to correspond with the pupils’ reading competence. teachers as the only decision makers in selecting the material contents for wall magazines since teachers considered the pupils’ selecting material content capacity which had not been integrated to meet the three criteria formerly mentioned. the independency was given to the pupils in accordance with their interest picking up the appropriate reading materials which were displayed on the wall magazines during literacy movement program. the social attitude assessments in relation to the use of wall magazines in the classroom were conducted to observe the pupils’ sense of belonging and their responsibility on the wall magazines property. teachers reported that the pupils would give some reports on any inappropriate condition happened to the wall magazines. some teachers also reported that some students would make voluntarily actions in repairing small and flip damages on the wall magazine’s properties under teachers’ guidance. teachers reported that the older pupils have been aware the importance of having and keeping the wall magazine as their learning sources at their each classroom. the use of wall magazines has been conveyed the increase of the pupils’ reading interest. teachers reported that during the conduct of literacy movement program at school (gerakan literasi sekolah), the pupils conducted their independently reading activities automatically. the indicator of this increasing interest from the pupils in spending their reading activities reported that the pupils conducted their reading activities without the interference of teachers. the pupils selected any reading materials by themselves and consumed their reading allocated time. after that, the pupils conducted their each literacy journal. the pupils would write any resumes and synopsis of the stories that they have read. they would hang their literacy product to be displayed on the wall magazines. the use of wall magazines as the media would be combined with collaborative reading strategies. teachers reported that they implemented the practice of storytelling strategy in a group. each group would make resume and synopsis for their literacy journal. the literacy product would be displayed on the classroom’s wall magazines. teachers reported that this strategy was effective to combine with the use of wall magazines. conclusion and suggestion the study conducted to deliver conclusions as follows: 1. the use of wall magazines as the reading media conducted at sdn pamolokan 3 sumenep considered successfully in creating reading environment with the purpose to trigger the pupils’ reading habit. the selection of reading materials displayed on the wall magazines was 92 conducted carefully based on three criteria that (1) reading materials displayed would correspond with the pupils’ age and grade, (2) reading materials would fit with the reading competence of the pupils and (3) reading materials displayed could be functioned as learning sources. the stimulus of the implementation has been reported positively. the pupils would consume their provided allocation time in reading activities independently without the interference of teachers. teachers reported through their observation about the pupils’ reading activities that the pupils endured their reading activities and increased their literacy competence by conducting their literacy journal. the product of the pupils’ literacy would be displayed on each classroom’s wall magazines. 2. the use of wall magazine in each classroom could be used as a parameter to observe the social attitude of the pupils. teachers reported that the pupils attained the sense of belonging and the sense of responsibility in keeping the property which was useful as their learning media. the pupils would make any reports about the inappropriate condition of wall magazine and some would voluntarily fix the small and flip damage under teachers’ guidance. 3. the use of wall magazine could be effective media that it was applied with collaborative reading activities. the wall magazine would be a media display for other group’s synopsis or resumes of the story that the pupils discussed in a group. the literacy product of other group could motivate other group to produce equally literacy product. the study also recommended some suggestions as follows: 1. it would be recommended that the process of design, layout of the wall magazines to the process of reading material selection conducted collaboratively between teachers and pupils. these activities could be useful for teachers in doing observation about their pupils’ reading competence, the pupils’ creativity and the pupils’ social attitudes. 2. it would be recommended that the selection criteria on the reading materials also include thematic reading materials. this could enhance the pupils’ confidence in reading competence. references bell, stephanie. 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(2006). early childhood curriculum. new jersey: pearson education, inc. 48 influence of collaborative strategic reading (csr) in teaching reading comprehension sopian saori (assauris@rocketmail.com) academy of computer and academy of secretary and management amikom asm mataram abstract this study is aimed to find out whether there is a significant difference in reading achievement between the students who are taught by using csr and that of the students who are taught by using another technique. this study used quasi experimental design. this research was conducted from january 13 to february 17, 2014. the participants of this study were the second year students of state islamic junior high school of yogyakarta ii. there were two intact classes taken as the subject of this study. each class consisted of 32 students performing as experimental group and 32 students as a control group. the pretest and posttest were used as the instrument to collect the data. descriptive and inferential statistics were used to analyze the data. the research findings showed that after students were taught by using collaborative strategic reading, the students‟ mean score of the experimental group was higher (68.12) than that of the mean score of the control group (60.75) with mean difference 7.22. the f value (12.74) was higher than the f table (4.00) with 5 % level in the degree of freedom was 60 and the p value (.001) was lower than (.05). key words: csr, reading comprehension, teaching reading mailto:assauris@rocketmail.com 49 introduction english is an international language that is used around the world as a means of communication. it has become a lingua franca (harmer, 2002:1). it means that it is used between two speakers whose native languages are different and where one or both are using it as a second or foreign language. there are four skills of english to be taught i.e. reading, writing, listening and speaking. in indonesia, those four skills are taught in most schools. reading is one of the skills that should be mastered by the students due to its benefit for their future. there are four skills of language to be taught i.e. reading, writing, listening and speaking. in indonesia, those four skills are taught in most schools. reading is one of the skills that should be mastered by the students due to its benefit for their future. according to maxom (2009: 139) reading is one of the key skills in language learning. it reinforces the skills that the students acquire in speaking, listening and writing. it is also a complex cognitive process of decoding symbols in order to construct or derive meaning. snow (2002: 11) asserts that reading is a means of language acquisition, of communication, and of sharing information and ideas. it is a complex interaction between the text and the reader which is shaped by the reader‟s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. the reading process requires continuous practice, development, and refinement. among the four skills in english, reading assists people to not only get access to more language input but obtain more knowledge concerning the world as well. it is the prominent method for learning new information and has the capacity of opening up new ways of perceiving the world and transforming the world (grabe and stoller, 2001; in hsu, 2010: 11). for efl learners, reading is an essential method for independent obtaining information from other countries. even though majority of people learn to speak before they learn to read or write, most people have more needs and chances to read than to speak in learning second and foreign language (goodman, 1986; in hsu, 2010: 11). in indonesia, english is taught as a foreign language. it is also taught in state islamic junior high school of yogyakarta ii. it is taught twice a week for the second year students. they learn four english skills namely speaking, listening, writing and reading. english teacher has some methods of english teaching especially in teaching reading i.e. scaffolding, direct instruction and lecturing. the teacher delivers the instructional materials by using some activities such as brain storming, prereading, while reading and postreading. in addition, the teacher also uses some activities like small group discussion, role play and pair discussion to develop the students‟ ability and at the end of the lesson the teacher gives feedback to the students. there are some problems found in teaching reading. the first is text difficulty. middle and high school students are expected to read texts that have heavy concept loads and much technical vocabulary about topics that are new to the students. they not only must read these difficult texts with comprehension for initial understanding, but must also be able to think about meaning in such a way as to make inferences, draw conclusions, and acquire new learning 50 (lenski and lewis, 2008: 42 – 43). the second is motivation to read. lack of motivation to read is one of the most frequent contributors to the students‟ achievement. motivation to read is a complex construct that influences readers‟ choices of reading material, their willingness to engage in reading, and thus their ultimate competence in reading, especially related to academic reading tasks. motivation is often linked to the students‟ self-efficacy, or their belief in their own ability. students with little motivation to read are often disengaged from learning and avoid reading. because these students do not spend time reading, their progress tends to be slower than that of students who do read (bandura, 1986; beers, 2003; and stanovich, 1986 in lenski and lewis, 2008: 43). woolley (2011: 211) points out that ineffective instruction are one of the issues in teaching reading. many teachers have demonstrated the tendency to apply a whole class approach to instruction and seldom directly teach appropriate and personalized reading comprehension strategies to individual students with learning difficulties. review of related literature collaborative strategic reading with collaborative strategic reading (csr), students learn to apply comprehension strategies that aid their understanding of expository text and others (vaughn and klingner, 1999: 285). the development of csr was affected significantly by the approaches of reciprocal teaching and transactional strategies instruction. initially, the teacher presents the strategies to the all class using modeling, role playing, and teacher think-aloud. after students have developed proficiency in using the strategies, the teacher then assigns the students to heterogeneous cooperative learning groups (johnson & johnson, 1989; kagan, 1991 in klingner et al., 2007: 139). each student performs a defined role while collaboratively implementing the strategies. thus, with csr, all students are actively involved, and everyone has the opportunity to contribute as group members learn from and understand the text (klingner et al., 2007: 139). klingner and vaughn (1998: 33) state that the goals of csr are to improve reading comprehension and increase conceptual learning in ways that maximize students‟ participation. csr has been proven to be a valuable approach for students at varying achievement levels. here are the strategies of csr proposed by swanson et al. (2011: 2). 1. preview: the purposes of previewing are to help students identify what the text is about, tap into their prior knowledge about the topic, and generate interest in the topic. the teacher helps the students with previewing by reminding them to use all of the visual clues in the text, such as pictures, charts, or graphs, and to look at the headings and subheadings used throughout the passage. 2. click and clunk: in this phase, students use the process of click and clunk to monitor their comprehension of the text. when students understand the information, it “clicks”; when it does not make sense, it “clunks.” students work together to identify clunks in the text and use fix-up strategies to help them “declunk” the word or concept. the clunk expert facilitates this process, using clunk cards. a different strategy for figuring 51 out a clunk word, concept, or idea is printed on each card (klingner and vaughn, 1998: 34): a. reread the sentence without the word. think about what would make sense. b. reread the sentence with the clunk and the sentences before or after the clunk, looking for clues. c. look for a prefix or suffix in the word. d. break the word apart and look for smaller words you know. students record their clunks in their learning logs to share with their teacher and peers. 3. get the gist: it means that students are able to state the main idea of a paragraph or cluster of paragraphs in their own words, as succinctly as possible. in this way students learn how to synthesize information, taking a larger chunk of text and distilling it into a key concept or idea. students are taught to identify the most important who or what in the paragraph, and then to identify the most important information they read about who or what, leaving out details. many teachers require that students state the main point of the paragraphs in 10 words or less. 4. wrap-up: students learn to “wrapup” by formulating questions and answers about what they have learned and by reviewing key ideas. the goals are to improve students‟ knowledge, understanding, and memory of what they have read. students generate questions about important information in the passage. they learn to use question starters to begin their questions: who, what, when, where, why, and how (“the five ws and an h”). in applying csr, students work in groups using csr learning log (see figure 4) and play their roles such as leader, clunk expert, timekeeper, encourager, gist expert, and announcer (hsu, 2010: 23). each role is specified as follows: 1) leader: the leader leads the group in the implementation of csr by saying what to read next and what strategy to apply next. he or she can ask the teacher for assistance if necessary. 2) clunk expert: the clunk expert uses clunk cards to remind the group of the steps to follow when trying to figure out a difficult word or concept in the text. 3) gist expert: the gist expert guides the group toward the development of a gist and determines that the gist contains the most important idea but no unnecessary details. 4) announcer: the announcer calls on different group members to read or share an idea. 5) encourager: the encourager watches the group and gives feedback, looks for behaviors to praise, encourages all group members to participate in the discussion and assist one another, evaluates how well the group has worked together and gives suggestions for improvement. 6) timekeeper: the timekeeper lets the group members know how much time they have to write in their learning logs or complete a section of the text they are reading. the goals of csr are to improve reading comprehension and increase conceptual learning in ways that maximize the students‟ participation in a group. csr was developed to enhance reading comprehension skills for students with learning disabilities and students with reading difficulties (klingner and vaughn, 1998: 33). 52 research method this study belongs to quasi experimental design. it involves manipulation of an independent variable but differs in the subjects. it is not randomly assigned to treatment groups and does not provide full control (ary et al, 2010: 316). creswell (2012: 309) mentions that quasi-experiment includes assignment, but not random assignment of participants to groups. it is because the experimenter cannot artificially create groups for the experiment. nunan (1992: 41) mentions that quasiexperiment is a quantitative research that has both pretest and posttest and experimental and control groups, but no random assignment of subjects. findings and discussion the following table was the result of pretest and posttest for both experimental and control group. table 1. the result of pretest and posttest method n mean standard deviation pretest posttest pretest posttest csr 32 63.38 68.12 6.593 8.031 di 32 62.88 60.75 8.331 8.647 based on the table above, the mean score of the experimental group was 63.38 and 68.12 with the standard deviation of 6.593 and 8.031. meanwhile in the control group, the mean score was 62.88 and 60.75 with the standard deviation of 8.331 and 8.647. afterwards, the researcher conducted normality test to know whether the data were normally distributed or not. the computation showed that the data in pretest and posttest for both experimental and control group were normally distributed based on the calculation by using spss 16 computer program as follows: table 2. test of normality groups kolmogorov smirnov test pretest posttest n sig. n sig. experimental 32 0.245 32 0.616 control 32 0.780 32 0.341 hall (2010: 84) points out that if the pvalue is higher than 0.05, it means that the data were normally distributed and p-value labeled as (sig.). based on the table above a kolmogorov smirnov test shows that the score for the experimental group (.245 and .616) was higher than 0.05 and for the control group the score (.780 and .341) was higher than 0.05. thus, the data for both experimental and control group were approximately normally distributed. after knowing the data were normally distributed, the researcher conducted homogeneity test to know whether it is homogenous or not by applying levene‟s test. the researcher calculated the data by using spss 16 computer program. below was the result of homogeneity of pretest and 53 posttest for both experimental and control group. table 3 test of homogeneity of variances pretest posttest levene statistic df1 df2 sig df1 df2 sig 1 62 0.084 1 62 0.969 if the probability is over 0.05 for levene‟s test, variances are considered to be homogeneous (hall, 2010: 88). in line with the result above, the p-value (0.084 and .969) was higher than 0.05. it can be concluded that the data for both experimental and control group were homogenous. hypothesis testing in this study the hypothesis to be tested was as follows: a. ho = there is no a significant difference in reading achievement between the students who are taught by using csr and that of the students who are taught by using another technique. b. ha = there is a significant difference in reading achievement between the students who are taught by using csr and that of the students who are taught by using another technique. in this study, ancova was applied by the researcher and the data were calculated by using spss 16 computer program. the result of calculation was as follows: table 4. tests of between-subjects effects dependent variable: scores source type iii sum of squares df mean square f sig. corrected model 1197.152 a 2 598.576 9.150 .000 intercept 1765.224 1 1765.224 26.983 .000 pretest 326.902 1 326.902 4.997 .029 methods 833.603 1 833.603 12.742 .001 a. r squared = .231(adjusted r squared = .206) b. computed using alpha = .05 table 4 showed that the f value (12.74) was greater than the f table (4.00) with 5 % level in the degree of freedom was 60. and the p value (.001) was lower than (.05). it means that there is a significant difference in reading achievement between the students who are taught by using collaborative strategic reading and that of the students who are taught by using another technique. thus, the null hypothesis was rejected. 54 table 5. estimates dependent variable: scores methods mean std. error 95% confidence interval lower bound upper bound csr 68.049 a 1.430 65.189 70.908 di 60.826 a 1.430 57.967 63.686 covariates appearing in the model are evaluated at the following values: pretest = 63.13. table 6. pairwise comparisons dependent variable: scores methods (j) methods mean difference (i-j) std. error sig. a 95% confidence interval for difference a lower bound upper bound csr di 7.222 * 2.023 .001 3.177 11.268 based on estimated marginal means *. the mean difference is significant at the .05 level. a. adjustment for multiple comparisons: least significant difference (equivalent to no adjustments). table 5 depicted that the adjusted mean for the experimental group (csr) was 68.049a and for the control group (di) was 60.286a. the 95 % confidence interval for difference would fall between lower and upper bound. the mean difference between the students who are taught by using csr and that of the students who are taught by using another technique was 7.22 table 7. parameter estimates dependent variable: scores parameter b std. error t sig. 95% confidence interval lower bound upper bound intercept 41.53 2 8.715 4.765 .000 24.104 58.959 pretest .306 .137 2.235 .029 .032 .579 csr 7.222 2.023 3.570 .001 3.177 11.268 di 0 b . . . . . computed using alpha = .05 this parameter is set to zero because it is redundant 55 unfortunately, spss 16 did not compute the effect size. it identifies the strength of the conclusions about group differences or about the relationship among variables in quantitative study (creswell, 2012: 203). in this study, the researcher calculated it by using the following formula (field, 2005: 384). 𝑟covariate = 𝑡2 𝑡2 + 𝑑𝑓 r covariate = 2.235 2 2.235 2 + 62 rcovariate = 4.99 66.99 r covariate = .26 csr vs. di = 3.572 3.572 + 62 csr vs. di = 12.74 74.74 csr vs. di =.41 based on the calculation above, the effect size for rcovariate was .26 and it was a medium size. while the effect size for csr vs. di was .41 and it was a large effect. the research question of this study asked if there is a significant difference in reading achievement between the students who are taught by using collaborative strategic reading and that of the students who are taught by using another technique. this study found a significant difference. it is proved by the mean score of the experimental group (68.12) was higher than that of the control group (60.75) with mean difference 7.22. the mean score of the experimental group increased 4.74 point from 63.38 to 68.12. on the other hand, the mean score of the control group decreased -2.13 point from 62.88 to 60.75. the f value (12.74) was higher than the f table (4.00) with 5 % level in the degree of freedom was 60. and the p value (.001) was lower than (.05). the finding of this study was similar to the result from mccown (2013: 3). she examined the effects of collaborative strategic reading on informational text comprehension and meta-cognitive awareness of fifth grade students. she found that there is a statistically significant difference between the experimental group and control group with the experimental group outperforming the control group. similarly, swanson et al. (2011: 4) applied a quasi-experimental study of intact fourth grade classes randomly assigned to a condition (csr or typical), found a significant difference in reading comprehension as measured by the gates-macginitie reading test favoring the csr group. effect sizes showed a small effect for the csr group as a whole; however, there were larger effect sizes for the low-achieving students including those with learning disabilities. 56 conclusion and suggestion there is a significant difference between the scores of the students who are taught by using collaborative strategic reading and those of the students who are taught by using another technique. it is proved by the different mean of the score of the experimental group (68.12) and the mean of the score of the control group (60.75) with mean difference 7.22. the f value (12.74) was higher than the f table (4.00) with 5 % level in the degree of freedom was 60. and the p value (.001) was lower than (.05). the effect size for rcovariate was a medium effect (.26). while for csr vs. di was a large effect (.41). based on the research findings and discussion, here are some suggestions which are addressed to the teachers, other researchers, and curriculum developers. 1. teachers collaborative strategic reading (csr) can be used as an alternative method to teach reading comprehension. 2. other researchers other researchers may use the result of this study as a reference to conduct further researches on collaborative strategic reading (csr). 3. curriculum developers curriculum developers may recommend csr as an alternative method to teach reading comprehension. 57 references ary, d., jacobs, l. c, sorensen, c., and razavieh, a. 2010. introduction to research in education. belmont: wadsworth cengage learning. creswell, j. w. 2012. educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). lincoln: university of nebraska. hall, j. l., 2010. a guide to doing statistics in second language research using spss. new york & london: routledge (taylor and francis group). harmer, j. 2002. the practice of english language teaching. longman: pearson education limited. hsu, c. y. 2010. the effect of collaborative strategic reading on efl students‟ reading comprehension and learning interest. taiwan: unpublished thesis. klingner, j. k. and vaughn, s. 1998. using collaborative strategic reading. a journal for teaching exceptional children. klingner, j.k and vaughn, s and boardman, a. 2007. teaching reading comprehension to students with learning difficulties. london & new york: the guildford press. lenski, s. and lewis, g. 2008. reading success for struggling adolescent learners. new york and london: the guilford press. maxom, m. 2009. teaching english as a foreign language for dummies. chichester and west sussex: john wiley and sons ltd. mccown, m. a. 2013. the effects of collaborative strategic reading on informational text comprehension and metacognitive awareness of fifth grade students. liberty university: unpublished dissertation. nunan, d. 1992. research methods in language learning. new york: cambridge university press. . snow, c. 2002. reading for understanding. santa monica, arlington and pittsburgh: rand. vaughn, s., and klingner, j. k. 1999. teaching reading comprehension through collaborative strategic reading. pro-ed. material on page 286 copyright by pearson education. woolley, g. 2011. reading comprehension: assisting children with learning difficulties. london and new york springer. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2297 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.49-56 49 digital storybook to improve writing narrative: the ttw strategy presented and tested tatik irawati stkip pgri jombang tatik.stkipjb@gmail.com abstract internet activity is an ict (information, communication and technology) provides opportunities for students in learning through digital story books that are presented in an interesting way and directly contribute to the improvement of the ability to write narrative. the think-talk-write strategy (ttw) is based on the development of thinking skills, verbal and written communication. the flow of progress of this strategy starts from the involvement of students in thinking or dialogue with themselves after the process of reading the story and share ideas with friends before writing. this research used collaborative classroom action research designs, researchers and teachers worked together in conducting research. this study was carried out in a series of cycles that refer to class action research procedures namely, planning, implementing, observing, and reflecting. the research data was collected through several instruments, namely the students' writing sheets, questionnaires, and observation checklist. the subjects of this study were 30 seventh graders of junior high school. the average value obtained during the preliminary study was 62. the value increased to 75 in cycle 1. in cycle 2, the average value obtained increased again to 80.5. the use of digital storybook is highly recommended to improve the ability to write narrative. keywords: digital storybook, think-talk-write strategy, writing narrative introduction digital storybook is an activity to combine narrative stories with digital content, in which there are images, sounds, music, and videos, resulting in an interesting short film and can be made in instructional formats for teaching, persuasive, historical, or as a reflective activity. many educational experts believe that digital storybooks can be applied to some subjects, and can accommodate a variety of student learning styles. moody (2010, p.23) says that many parents and educators use it, for some reason that is efficient, cheap, and very accessible with the many titles of books provided (troy and carol, 2011, p.5-8) jeoung 2010, p.391) revealed that digital storybooks are accessible 24 hours a day this way can be used by teachers in teaching and learning processes that support the curriculum. from the statement above, it can be concluded digital storybook is widely used because it has several advantages of ease of access and can support the learning and teaching process. moody (2010, p.36) says that the digital storybook has a variety of features equipped with sophisticated technology. troy and carol (2011, p.5-8) also revealed the same thing that the digital storybook is provided in two forms: online websites and personal electronic devices equipped with digital equipment features how to read words and comes with the definition of the word selected to help students learn the meaning of words they have not known before. vanessa (2012) states that the digital storybook also has oral reading feature which means that the digital speaker emit sound followed by text, sound effects, animation, explanation of word definitions and some games. mailto:tatik.stkipjb@gmail.com 50 explained that when students read a story and they do not know the meaning in the story then they can click on the word and listen to the explanation so that vocabulary can grow and can understand the story more easily. furthermore, the digital storybook comes with the 'previous (backward)' and 'forward' buttons. both buttons can be used by students to read and listen to the story repeatedly. previous research on storybook related narrative storytelling story ever done in previous research that is discussing digital online system used in learning for early childhood at the preschool level, the kindergarten and junior high school digital systems used are simple and accessible (reinders, 2011; rambli, 2012; campbell, 2012; azfar, 2013; smeda, 2014; brenner, 2014). digital storybook is an online media delivered through the sequence of events in words, pictures, sounds and music by adding everything in it with one purpose that is effective. digital storytelling on learning can be done inside or out of class. azfar added in online learning using the augmented reality system that can be used in storybook concept. in addition, at the university level of digital storybook research has been done by mokhtar (2011). focus on the problem of writing and communicative skills, so digital online media is an option to solve the problem. making development design was done to facilitate the delivery of messages narrative story content. in this research is good but still many shortcomings. what has not been done is to combine online media and learning. from the statement above, the conclusion can be drawn the researchers revealed that the digital storybook provides several features that have different functions and equipped with digital technology components that provide animation facilities, sound and text that support the learning process for students. digital storybook has many benefits. smeet and bus (2012: 15) mentions that digital storybooks give students the opportunity to learn a lot of the vocabulary they find in a text. so it can grow, develop and improve students' language skills such as vocabulary, reading, phonology, and understanding the content of a story. writing is a skill in teaching english of course has some important indicators of writing attitudes, apprehension and selfefficacy. writing class for children in explaining a story is not enough just to get them to write on paper, but more to the concept of writing (alluhabyi, 2014, chen, 2016). english foreign language is more difficult because children should have enough vocabulary and understand simple patterns in writing before they write stories (akbari, 2015; sanz, 2015; robin, 2016; educate, 2017). then narrative stories relate to the genre of the story of orientation, complication, evaluation and re-orientation. types of narrative are also diverse: fable, myth, legend, folklore and other types of children's stories. in previous studies as described in moezzi's (2017) study that in english language learning for children in explaining a story must has a special way that is easily understood child. especially for junior high school students. in the study there are still many shortcomings because it only discusses the indicators of writing manually. the difference with this research is combining online media with learning strategies on writing skills for all levels of education ranging from preschool, kindergarten, junior and senior high school. the narrative text describes an imaginative event systematically and 51 serves to entertain the reader. it has a generic structure, the first orientation that contains the opening scene, the introduction of characters and background in the story. second, complications begin to appear problems. third, resolutions are problem solving and the last re-orientation is optional, but usually contains the state of the character after the conflict is overcome. harrasi (2012: 51) states that storytelling is one effective way to teach children. stories can deepen students' understanding, develop their imagination and improve their language skills. from preliminary study result, it is concluded that many problems in writing narrative learning are difficulties in pouring ideas and ideas in a writing because of lack of reference when writing, boring learning pattern due to lack of innovation in media and learning technique. as a result students are less motivated to put ideas into writing. teaching writing skills to students is not an easy task, teachers need to find good media to attract students' attention in the learning process, and so monotonous teaching techniques can be avoided. as a good teacher should be able to find the right media to facilitate the learning system in the classroom. another problem is also mentioned that teachers never use digital or online media in learning, even though the school environment is equipped with internet network. from some explanations and problems above, the researcher uses a cooperative think-talk-write learning strategy combined with the use of digital media storybook to overcome difficulties in writing narrative. think talk write (ttw) is learning where students are given the opportunity to learners to start learning by understanding the problem first, then actively engaging in group discussions, and finally writing in their own language the learning outcomes. the think-write strategy which means that this strategy is more dominant in organizing ideas and further refers in the writing. the ttw strategy is chosen because it is in line with the writing process put forward by the specialist. what's more, activities in this strategy can help students in learning to write narrative texts. the problem in this research is how digital storybook to improve writing narrative is: the ttw strategy presented and tested? and the purpose of this study is to describe how the digital storybook and the think-talk-write strategy (ttw) can improve the ability to write narrative junior high school students. rfesearch method this research was intended to solve a problem in teaching writing. therefore, the design of this research was classroom action research (car), according to kemmis and mctaggart (2014, p.5) and ary et al. (2006, p. 539) action here is a strategy on some of the obstacles that arise. according to koshy (2005) the purpose of action research is to propose the media in the learning and learning process to overcome the problem of students in mastering certain topics. in this case the collaborative action research design was applied because the researcher works together with the teacher in the class in teaching english subjects at junior high school. this study follows car steps that include four things: implementation, observation, and reflection. the study was conducted in two cycles. this was done to solidify the method being tried in order to obtain a clear picture. to get the actual information, the preliminary study was conducted by researchers and collaborators 52 in analyzing the phenomenon that emerged in the learning process. thus the problem can be detected and solved. the data obtained concerns the real condition of the problems faced by teachers and students in the learning process. planning was the stage where careful preparation made before taking action. in this section, the authors present: (a) learning strategy (b) learning implementation plan (c) success criteria and (a) learning strategy. the subject of this research was the students of smpn 6 jombang class 7-a consisting of 30 students. the subject of this research was writing narrative, researcher used digital media storybook combined with think-talk-write strategy. this study used four kinds of research tools, namely student's worksheet, observation checklist, and student's questionnaire. student's worksheet was the end result of the student's narrative text. in this case, there were three kinds of student's worksheets, each of which was obtained during the preliminary study, cycle 1, and cycle 2. observation checklist was a list of teacher activities observed by the researcher during the class. observation checklists were used to determine whether the teacher was doing in the classroom according to the structure or framework of writing the correct narrative text. the notes taken during the observation process as a complement to the observation checklist. while student's questionnaire was used to collect information from the students about the actions performed by the teacher. each of the research tools would support each other. finding and discussion before entering cycle 1, firstly done the initial test on the students' ability to write a narration of 30 students of grade 7a. this test aimed to determine the ability to write on elements of organization, content, craftsmanship and mechanics. the test was guided by a theme raised from the story entitled "cinderella". the test lasts for 60 minutes. the average ability of students to write a narrative is 62, based on the findings of the final value of writing a narrative on prelimary study it was known that the students' ability to write a narrative did not reach the standard of completeness set out in the study. supporting data using questionnaires with 35% writing difference writing in english, 25% said they had never been taught using online media, 20% were bored with the classroom learning patterns taught by their teachers, and 20% less references in storybook reading and observation checklist concluded that the teacher had never used the digital media storybook with the application of ttw strategy, so far the teacher used the student worksheets because they still did not understand well about ict and related media in it. the next stage in planning, researchers prepared learning tools that include teaching plans, curriculum, syllabus, materials and assessment guide. learning devices used at the time of the research including preparing the material online because this study using digital storybook that can be directly accessed through the internet. then, the implementation stage, the researcher made the schedule of research that was in cycle 1 which consist of 2 meetings, each meeting contains the teaching stage of pre-activity, whilst-activity and post-activity. also included the ttw strategy stage of thinktalk-write. furthermore, observing the researcher using several instruments as supporting data of instrument result on 53 cycle 1 and 2 on questionnaires with 40% result feel happy and no longer difficult to write writing narrative since using digital media storybook, 30% interested in online learning pattern, 30% motivated to write narrative in english, while for the results of the teacher checklist when the classroom learning better, the teacher was more creative in using the digital media storybook and the class became fun. the last was reflecting, where researchers reanalyzed the results of the application of digital storybook and ttw, including researchers made some improvements in cycle 1 so that later when the research on cycle 2 results better and achieve mastery. based on the characteristics of classroom action research, the results of the learning process in the first cycle conducted in two meetings so as to obtain the data achieving the success of students writing narrative through a combination of the use of digital storybook and the strategy of think-talk-write. at the first meeting of cycle 1 student were asked to online digital storybook with some title of the story determined by the researchers namely sangkuriang and pinokio. students just read and observed the story and then concluded the story content (the stage of think), then each student tells to their friend by using their own language (the stage of talk) and the role of the teachers accompany students when learning took place and helps if there were students who have difficulty. then at the writing stage students were asked to write stories with the same theme as what they seen in the digital storybook but write it by using their own language, students were free to express the contents of the story (the stage of write). at the second meeting on cycle 1 the students write the story, after the students' writing result was examined by the teacher by using the assessment guidance, so that the result, the number of students 30 grade 7-a junior high school smpn 6 jombang, on the assessment of organization 15 students got 67, 8 students got score 70, and 7 students got score 75. in content assessment 20 students got score 70, 7 students got score 72 and 3 students got score 75. next on craftsmanship assessment 18 students got score 70, 7 students got score 73 and 5 students got a score of 74.5. lastly on the assessment of mechanics 22 students got the value 72, and 8 students got the value 75, so the average class score obtained 75 so declared not successful because the value obtained has not met the requirements of success. from the value of the writing ability was clear above, that the lowest value was in the ability of the organization and content, which means that students had not been able to write the structure of the story well. the result of cycle 2 was different from cycle 1, in cycle 2 the researcher did some improvement on the application of digital storybook using think-talk-write as a strategy in classroom learning. the first improvement formed 6 groups consisting of 5 students; in contrast to cycle 1 was not group but individual. second improvement, students were welcome online to search stories through digital storybooks by choosing titles they like, they read the story up to three times, and then each student writes difficult vocabulary in front of the class. the teacher gives other students the opportunity to write the meaning of the difficult vocabulary (the think stage). the improvement at the talk stage, each group appoints one of the students to exchange stories to another group, with the system alternating from one group to another so that each group gets 6 different stories. the 54 next stage was writing, where students were welcome to write stories whose themes were choose one of the story titles told by each group representative. upon completion of writing, the results of the writing were exchanged to other friends and conducted peer assessment using assessment guides provided by the researcher. after being assessed on the elements of organization, content, crafmanship and mechanics, students were asked to go online and search for stories through digital storybooks in accordance with the title of the articles that have been assessed, they adjust whether the content of the story was the same as the writing. from activity of cycle 2 got values as follows, on assessment of organization 22 student got value 80, and 8 students got value 80.5. while the content assessments there were 25 students with 80 and 5 students score 79.5. next on craftsmanship assessment there were 15 students with a value of 79.5. there were 10 students with 80 score and 5 students with 80.5 score. the last assessment was on the mechanic where 20 students got the score 80 and 10 students got the value 80.5. from the value data it can be concluded that there was an increase of the average class from cycle 1 with value 72 and cycle 2 rises to 80.5. so it can be concluded that this research was successful and the used of ttw (thinktalk-write) strategy used online digital storybook media can be recommended as one of the reference in learning english especially on narrative writing skills. a summary of the values of preliminary studies, cycles 1 and 2 can be seen in the following tables 1 and 2; table 1. the result of each student at each stage conclusion and suggestion based on the results of the above research, it can be concluded that this class action research was successful. this can be seen from the increase in the average grade that continues to increase in each cycle. in cycle 1, obtained the average value of class 75. furthermore, in cycle 2, obtained grade average value of 80.5. increasing the grade point average indicates that the use of digital storybooks on applying the thinktalk-write strategy can help students improve their narrative writing skills. some instruments as supporting the result of instrument data on cycle 1 and 2 in questionnaires with 40% result were happy and no longer difficult to write writing narrative since they have used digital storybook media, 30% were interested in online learning pattern, 30% motivated to 55 write narrative in english, while for the results of teacher checklist when the classroom learning is better. it has been explained that the digital storybook had special features of image, sound, music, and video. it was evident that the existence of these features helped the students in determining the important elements in writing narrative texts, for examples themes, settings, characters, and plots so that they are able to produce the final results of better narrative text. some suggestions in subsequent research were using different research methods, may be combined with other strategies and should also be ensured that the internet 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(2015). current challengesin teaching/learning for efl learners: the case of junior high school and high school. published by elsevier procedia-social and behavioral science 199, 394-401. allubaybi, maram. (2014). 2 nd global conference on linguistics and foreign language teaching, linelt2014, dubai-united arab emirates, december 11-13, 2014 ary, et al. (2006). introduction to researh in education (7 th edi). canada: thomson wadsworth. azfar., & dayang. (2013). an interactive mobile augmented reality magical playbook: learning number with the thirsty crow. published by elsevier b.v open access under cc by-ncnd license procedia 25, 123-130. brenner, kathy (2014). digital stories: a 21 st – century communication tool for theenglish language classroom. published united stated. campbell, terry a. 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(2015). digital storytelling as an innovative element in english for specific purposes.published by elsevier procedia 178, 110-116. smeda, dakich., & sharda. (2014). the effectiveness of digital storytelling in the classrooms: a comprehensive study. a springer open journal 1:6 doi 10.1186/s40561-014-000. smeets, daisy j.h., & adriana g.bus. (2012). interactive electronic storybooks for kindergartners to promote vocabulary growth. retrieved from www.elsevier.com. http://www.elsevier.com/locate/erss mailto:brobin@uh.edu http://www.elsevier.com/ journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 117 formative quizzes to improve instruction, student’s participation and understanding in academic writing u. h. saidah (1) (uhsaidah@yahoo.com (1) ) english department stkip pgri jombang abstract a combination of presentation and discussion as an instruction method is excellent per se. however if it is implemented in a classroom unceasingly without any other instruction variations, it might cause discouragement of students in their learning. to vary, there are a lot of instruction methods available to improve instruction as well as students’ participation and understanding, one of which is formative quiz. a formative quiz is an informal test given to students as an assessment conducted continuously aimed at adjusting instructional practices in order to improve students’ learning. in implementing formative quizzes as an instruction method, an investigation is conducted using classroom action research design operating two cycles. the first cycle is to measure the lecturer’s instruction, and the second cycle is to measure the students’ participation and understanding. conclusively it is found out that formative quizzes have improved lecturer’s instruction, students’ participation and understanding in academic writing course. keywords: formative quiz, academic writing, classroom action research introduction a brief preliminary study was conducted by means of informal interview before undertaking the research. it was found out that the majority of courses the students have taken was noticeably delivered using a combination of presentation and discussion methods. each presentation is presented by a group of students who has been appointed at the start of every semester. the group presentation by students is then followed by a classroom discussion in which audiences ask questions about parts of the presentation that are not eloquently delivered, state arguments against parts that they disagree, or make clarifications by giving more details or simpler explanations. the combination of presentation and discussion methods has become ineffective as it is implemented continuously without any meaningful variations. various instructional methods are certainly required for a successful instruction so that the students participate actively and improve their skills considerably in the course. in considering a new teaching method taken into implementation, it can be of paramount importance to reflect on the learning pyramid from national training laboratories, journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 118 bethel, maine, discussed in the work of e. j. wood (wood, 2015) as in picture 1 below. the pyramid portrays two types of instruction methods, namely passive instruction method which includes lecture, reading, audio visual, and demonstration; and participartory instruction method which involves group discussion, practice by doing, and teaching others. based on that, this research is intended to implement a new instructional method that encourages meaningful group discussion. as a trigger to encourage the desired meaningful discussion, formative quizzes are proposed in order to improve lecturer’s instruction, students’ participation and understanding in the course. literature review formative quiz lexically, one of definitions of quiz provided in cambridge advanced learner’s dictionary is a short informal test. as a test, quiz might act as an assessment which shepard (2000: 4) defines as a part of instruction to support and enhance learning, in contrast to giving grades to students or reports to an authority. further, shepard contends that assessment is not only a matter of tests and measurement courses, rather a central in teaching methods courses. according to pedder & james (2012: 2) classroom assessment promotes three prominent dimensions for teachers, they are: first, promoting learning autonomy in which teachers widen scope for students to take on greater autonomy over their learningobjectives and the assessment of their ownand one another’s learning; second, making learning explicit in which teachers elicit, clarify and respond to evidence journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 119 of learning, working with studentsto develop a positive learning orientation; and third, performance orientation in which teachers put a concern to help students comply with performance goals prescribed by thecurriculum through closed questioning andthe use of marks and grades. as an assessment, quiz serves two functions, namely formative and summative. to gain a good understanding of what summative and formative are, several definitions of each will be presented in detail as follows. several definitions of summative by well-known educational researchers: “summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education” (ceri, 2008: 1) “summative assessment results are used to make a summary judgment” (wren, 2008: 2) “summative is a type of assessment that provides evidence of student achievement for the purpose of making a judgement about student competence or program effectiveness” (chappuis, 2010: 5) according to chappuis (2010) summative serves as a communicative role to communicate students’ achievement at a particular point in time in form of a symbol, a letter grade, a number grade, or a comparison to a standard. the communication can be either in the classroom level or in the program level. in the classroom level, the achievement of the student is communicated to parents, while in the program level, the achievement of the student is communicated to educators within the system, the school board, or the community. furthermore, below are several definitions of formative by wellknown educational researchers: “formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately” (ceri, 2008: 1) “formative assessment delivers information during the learning process, before the summative assessment” (wren, 2008: 2) “formative are formal and informal processes teachers and students use to gather evidence for the purpose of improving learning” (chappuis, 2010: 5) chappuis (2010) points out that formal processes include the use of assignments, tests, quizzes, performances, projects, and surveys, while informal ones involve the use of questioning and dialogue, observing, and anecdotal note taking.thereafter, to obtain a clear distinction between the two, characteristics of each is presented in journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 120 table 1 below, adopted from wren (2008: 2) table 1. characteristics of formative and summative classroom assessment characteristic formative assessment summative assessment purpose provide ongoing feedback to improve learning document student learning at the end of an instructional segment student involvement encouraged discouraged student motivation instrinsic, masteryoriented extrinsic, performanceoriented teacher role to provide immidiate, specific feedback, and instructional correctives to measure student learning and give grades assessment techniques informal formal effect on learning strong, positive, and longlasting week and fleeting based on the definitions and charcteristics discussed above, it can be drawn out that summative refers to an assessment conducted at the end of an instructional segment aimed at measuring students’ performance in order to decide whether or not they’ve met instructional objectives. next to that, formative refers to an assessment conducted continuously aimed at adjusting instructional practices in order to improve students’ learning. to be more precise, this research only focuses on formative aspect. ceri (2008); shepard (2000); and chappuis (2010) explain that formative assessment is considered having a considerable impact on student achievement. chappuis (2010) claims that the significant point of formative is the information gathered from the activity is used to adjust teaching and learning in order to make it more correct, effective, or suitable. to assess formatively, the following elements should be taken into consideration (ceri, 2008: 6): (1) establishing a classroom culture that encourages interaction and the use of assessment tools (2) establishing learning goals, and tracking of individual student progress toward those goals (3) using varied instruction methods to meet diverse student needs (4) using varied approaches to assessing student understanding (5) providing feedback on student performance and adaptation of instruction to meet identified needs (6) encouraging active involvement of students in the learning process while implementing the elements, teachers are expected to have journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 121 thought-provoking questions in their minds, such as “who is and is not understanding the lesson?what are this student’s strengths and needs?what misconceptions do i need to address?what feedback should i give students?what adjustments should i make to instruction? how should i group students?what differentiation do i need to prepare?” in order to improve their teaching (chappuis, 2010: 9). not only teachers, but also students are expected to question their own learning such as “where are you trying to go? where are you now? how can you get there?”in order to improve their learning (sadler in chappuis, 2010: 11) quiz form in constructing quiz questions as a formative assessment in order to adjust instruction and improve students’ participation in their own learning and understanding in academic writing concepts, it is worth revisiting the work of stecher et. al. (1997: 19-20) on categories of assessment as presented in table 2 below: table 2. broad categories of assessment category response type selected constructed written assessments: multiple choice, true-false, matching open-ended essay, problem-based, scenario √ √ √ performance tasks √ senior projects (research paper, project, oral presentation) √ portfolios √ as can be noticed, there is a considerable number of forms of assessment, and multiple choice is chosen. to adapt from that, the multiple choice used is not in written from, yet visualized through the use of powerpoint slides and answered verbally. further, the response expected is not only to select an answer, but also to construct a comprehensive argument or counterargument why the chosen choice is correct, and why the other one is incorrect. in that way, the desired partcipatory discussion likely takes place, so that understanding is improving. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 121 academic writing language is a particular way or style of speaking or writing, as it is lexically defined in oxford advanced learner’s dictionary. from that lexical definition, it can be drawn out that there are two particular styles of language use, namely spoken and written. for the purpose of this reserach study, only written language use is discussed, specifically in academic realm, as known as academic writing. academic writing is a form of formal writing which makes it different from creative writing and personal writing that are informal. creative writing is made when somebody writes stories, while personal writing is made when somebody writes letters or emails to friends or family members. in both creative and personal writings, slang, abbreviations, and incomplete sentences might be used, while in academic writing they might not be. instead, complete sentences and a certain type of organization must be used (oshima & hogue, 2007). it is pointed out in mulyati (2015) that langauge, either in spoken or written form, performs four prominent functions, namely expression, communication, adaptation, and social control. academic writing, in this case, showcases all of those four functions. to put it in detail, academic writing expresses, communicates, adapts thoughts, ideas, opinions, and concepts even controls society through innovative information. to bring those functions into reality, the course of academic writing is constructed into chapters that together build up a high quality skill in academic writing as follows a) sentence structure b) writing a paragraph c) outlining d) writing an essay e) punctuation rules f) making citations and g) listing references. method this research is constructed using classroom action research design, conducted in the academic writing class of 2012-c stkip pgri jombang, consisting of 36 students. fraenkel and wallen (2008: 589) explain that action reserach is aimed at solving day-to-day immidiate problems. in doing so, there are four specific steps should be undertaken, namely planning, implementing, observing, and implementing (arikunto, et. al.: 2015: 42). in this case, actions planned in this research are as follows: (a) lecturer explains how teaching and learning by means of formative quiz is carried out. students listen (b) lecturer presents each quiz questions using powerpoint slides. students pay attention to the questions and competitively try to answer and explain the answer (c) lecturer gives a chance to a student to answer and explain his/her answer comprehensively (d) getting the first answer, lecturer then gives two other chances to others to deliver their answer and comprehensive explanation. two other students journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 123 competitively provide an answer and an explanation to the same quiz question (e) lecturer confirms the correct answer and the comprehensive explanation. if the correct answer is not comprehensively explained, the lecturer accomplishes it. if there’s no correct answer coming up, the lecturer takes over the quiz question, then answer and explain it thoroughly. students pay attention, and are given a chance to make queries about the lecturer’s explanation (f) lecturer guides per quiz question from 1 to 10. students follow through the instruction the action is implemented within 2 cycles. the first cycle is conducted once, and is used to measure lecturer’s instruction, whether or not the action is well-established, clearly delivered and well-accepted by students. the second cycle is conducted twice, and is used to measure students’ participation and understanding in academic writing concepts. additionally, the cycles are observed using questionnaires. based on the output of the questionnaires, a reflection is then performed. the action is considered successful when students show high positivity in their responses as questionnaire used in cycle 1 applies yes/no as options for the responses, and questionnaire used in cycle 2 applies four-level likert scale consisting of 1 means strongly disagree, 2 means disagree, 3 means agree, and 4 means strongly agree. finding in cycle 1, it is found out that the lecturer’s instruction is perceived to be very well-established, welldelivered, and well-accepted by the students. it is proved by high percentages of students marking yes for each indicator presented as follows: lecturer explains teaching and learning by means of formative quizzes well (100%), lecturer uses powerpoint slides well when delivering formative quizzes (94.4%), lecturer gives three different students a chance to competitively answer and comprehensively explain the answer (100%), lecturer gives confirmation of the answer and/or additional explanation if needed (97.2%), lecturer answers and explains thoroughly if there’s a question that is falsely answered and explained (100%), lecturer guides each quiz question delivery well from questions 1 to 10 (94.4) in cycle 2, students’ participation and understanding are measured. the result is fulfilling as not only students’ participation, but also students’ understanding show high percentage of positivity. on one hand, the majority of the students agree and strongly agree that they have participated very well. that is revealed through these following indicators: students listen to the leacturer’s explanation about studying by means of quiz (a: 62.5% sa: 33.3%), students pay attention to the quiz questions presented in powerpoint slides (a: 54.2% sa: journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 124 45.8%), students try their best to answer the quiz questions and explain their answers (a: 41.7% sa: 33.3%), the first student who answers a question is willing to give two other students a chance to competitively answer and explain the same quiz question (a: 41.7% sa: 54.2%), students listen attentively to the lecturer’s confirmation to an answer and explanation if needed (a: 45.8% sa: 54.2%), students listen attentively to the leacturer’s answer and explanation when there’s a question that is falsely answered and explained (a: 41.7% sa: 54.2%), students follow through all the quiz questions from 1 to 10 (a: 58.3 sa: 41.7%). on the other hand, most of the students are confident to agree and strongly agree that they have attain good understanding in academic writing concepts such as sentence structure (a: 66.7% sa: 29.2%), writing a paragraph (a: 58.3% sa: 41.7%), outlining (a: 54.2% sa: 41.7%), writing an essay (a: 50% sa: 45.9%), punctuation rules (a: 58.3% 20.8%), making citations (a: 54.2% sa: 45.8%), and listing references (a: 62.5% sa: 37.5%) discussion pertinent to the research problem that implementing a certain instruction method unceasingly without any meaningful variation might result in discouraging students in learning, it can be revealed that quizzes which are conducted in a formative way (ongoing) are proved to be able to improve lecturer’s instruction, students’ participation and understanding the concepts of the course, academic writing, as shown in the finding section. each indicator of students’ participation and understanding reach high percentage of positivity. moreover, some criteria surprisingly reach full students’ agreement confirming their participation in the course, such as all of them agree and strongly agree that they pay attention to the quiz questions presented in powerpoint slides, listen attentively to the lecturer’s confirmation to an answer and explanation if needed, and follow through all the quiz questions from the start till the end. what is more is that the whole students are fully confident to confirm that formative quizzes have helped them in understanding several academic concepts like writing a paragrah, making citations, and listing references. not to forget that success in cycle 2, improving students’ participation and understanding, is wholly supported by the action taken in cycle 1, that is planning, trying-out and evaluating the instruction method. as can be seen in the finding section of cycle 1, the instruction conducted by the lecturer has shown a positive result, considering the students’ positive approval of each indicator showing effective teaching performance, such as an explanation before an instruction method is given, the use journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 125 of ict (powerpoint slides), giving chances to students to express their ideas, providing confirmation and additional information, presenting thorough explanation if needed, and getting well-prepared to guide the instruction processes. conclusion lastly, it can be concluded that both cycles investigated in this research are successful as they have gained high positive approval based on the questionnaires’ output. teaching performance by the leacturer is well-delivered and students’ participation and understanding in academic writing course are well-improved by means of formative quizzes. based of the finding of this research study, it might be of significant pursuit for future research to investigate the correlation between lecturer’s preparedness in delivering instruction and students’ performance, as both are presumed to positively correlate. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 126 references arikunto, s. et. al. 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(2008). using formative assessment to increase learning. retrieved july 4, 2016 from http://www.vbschools.com/accountability/research_briefs/researchbrieffo rmassmtfinal.pdf. 30 error analysis in using “going to” and “will” in sentences; at ma nw mispalah central lombok in academic year 2013/2014 terasne (terasne@yahoo.com) nanang sugianto (nanang sugianto@yahoo.com) faculty of language and art education institute of teacher training and education (ikip) mataram abstract the research entitled “error analysis in using “going to” and” will” in sentences; at ma nw mispalah central lombok in academic year 2013/2014” is aimed to find out the errors that students make in using going to and will in sentences. the sample of this research is all of the students at ma nw mispalah central lombok that consists of one class with the total 51 students. collecting the data of the study, the researcher uses grammar test as the main instrument which was distributed to the whole samples. the four steps; identification, classification, description and explanation were used to analyzed the data in this study. the conclusion of the study concluded that the errors that students made are categorized into omissions errors, addition errors and miss-formation errors. students omitted the “going to” and “will”, copulas and auxiliaries which must appear in the well-formed english sentences, they added going to and will and copulas which must not appear in the well-formed english sentences, they miss-formation the going to and will, copulas and auxiliaries by using the wrong forms of morphemes or structures, they also made the incorrect placement of verbs, adverbs and objects or complements of the sentences. the total percentage of miss-formation error categories, the writer found that the most likely committed by the students is miss-formation of going to and will. from 7, 2 % of miss-formation categories, about 2, 9 % are miss-formation of “going to” and “will”. key words: be going to, will mailto:terasne@yahoo.com 31 introduction language is a tool by means of communication, that is way we said that english has an important function in our daily life that to make a relation with the other people. as we know that there are many languages in this world, such as arabic, spain, dutch, mandarin, malay and many more. but, english language is one of international language in the world. it is a fact that the role of english used for communication in everywhere such as in economy technology and information, tourism education and so on. talking about the important of english as a media for communication in indonesia, english is a one of compulsory subject taught start from junior high school to the university level. although english taught start from junior high school, but there are many student still face difficulties in studying english especially in grammar because english has four core skills, they are speaking, reading, writing and listening. not only four skills, but also english has difficult elements to learn such as grammar and vocabulary. those fact also faced by some students at ma mispalah nw central lombok. the are many students still confused in using “going to and “will” in sentences, because they think that going to and will have same functions in sentences based on this phenomenon, the writer instructed to make a research for terms going to and will at ma nw mispalah central lombok in academic year 2013/2014 statement of the problem based on the background of problem above, the writer formulates it as follows “what are the errors of the students in using going to and will in sentences at ma nw mispah central lombok in academic year 2013/2014?” purpose of the study the purpose of this research is to find out the errors made by the students in using “going to and “will” in sentences. significant of the study this research has some significance, it is stated as follows: for english teachers: the result of this research is additional information for english teacher to anticipate especially in teaching “going to and “will” in sentences. for further researchers: the result of this research could be used as one of the comparison or reference for further research. review of related literature halliday (1995) stated that there are three major function of language. these are as following: (1) the ideational function: language functioning as a means of conveying and interpreting an experience of the world. (2) the interpersonal function: language functions as a means of experiences of one‟s attitude and uninfluenced upon the attitude and behavior of the hearer. (3) the textual function language: functioning as means of constructing attack, as spoken or written intention of language. the differences between mistake and error the problems here are referred to what called „error‟. the errors that students made can be described by doing error analysis. in order to be able to analyze the errors made by students, the writer should distinguish the terms “error and mistakes”. it is aimed to avoid misunderstanding and misinterpretation toward this research. 32 error analysis brown (1980: 166) says that error analysis is the study of students‟ error which can be observed, analyzed, and classified to reveal something of the system operating within the learners. source of error inter-language errors: according to clifford in brown, (1980: 152-154) there are three categories as the causes of inter-language errors: (a) level 0 – transfer, there is no contrast or difference between the two languages. (b) level 1 – coalescence. two items in the native language are united into one item in the target language. (c) level 2 – under differentiation, two items in the target language are considered the same. types of error in concern the errors in language use and language learning (dulay 1982:154) categorized errors in four types namely: omission, addition, misinformation and miss-ordering error. these four errors elaborated as follows: 1) omission is characterized by the absence of an item that must appear in a well-form utterance. 2) additional errors are the opposite of omission there characterized by the presence of an item, which must not appear in well form utterance. 3) missformation is an errors characterized by the use of wrong form of morphemes or wrong position of word order. 4) miss-ordering errors this kind of errors occurred when the language learner errors on the correct placement of morpheme or group morpheme in sentence the procedure. the use of “be going to” and “will” in sentences “be going to” form used for intention. actions expressed by the “be going to” form are therefore usually considered very likely to be performed, though there is not the same idea of definite future arrangement that we get from the present continuous. the following points may be noted: (a) as already shown, be going to can be used for the near future with a time expression as an alternative to the present continuous, i.e. we can say: i'm/i am meeting tom at the station at six. i'm/i am going to meet tom at the station at six. but note that i'm meeting tom implies an arrangement with tom. i'm going to meet tom does not: tom may get a surprise! (b) be going to can be used with time clauses when we wish to emphasize the subject's intention: he is going to be a dentist when he grows up. what are you going to do when you get your degree? comparison of the use of be going to and will + infinitive to express intention. very often we can use either “be going to” form or “will + infinitive”, but there are differences between them, as a result of which there are occasions when only one of them is possible. the chief difference is: the “be going to” form always implies a premeditated intention, and often an intention + plan. will + infinitive implies intention alone, and this intention is usually, though not necessarily, unpremeditated. if, therefore, preparations for the action have been made, we must use be going to: i have bought some bricks and i'm going to build a garage.3. other differences: as already noted, will + infinitive in the affirmative is used almost entirely for the first person. second and third person intentions are therefore normally expressed by be going to: he is going to resign. are you going to leave without paying? but in the negative won't can be used for all persons. so we can say: he isn't going to resign or he won't resign. 33 research method this research was conducted to find out the errors of the students in using going to and will in sentences. so, this research was investigated by using the descriptive qualitative research (yusro.2009: 27). sampling technique according to west (1977) said that the sample is any of individual that have one or more characteristic is common that are interesting for the researcher. the sample of this research is all of the students at ma nw mispalah central lombok in academic year 2013/2014 consist of one class with the total 51 students. research instrument in this study, the writer uses a grammar test to collect the data. the type of test which is used is fills in the blank or completion the sentences. in this case, the students will be asked to complete the sentences. there are 25 sentences which must be completed that refer to using going to and will. see appendices. the procedure of data collection in this research the writer applies descriptive method. the data are collected from the result of students‟ test. in this case, the data needed in this research consist of students‟ errors in using going to and will are collected by using test. data analysis in analyzing the data, the researcher runs at least four steps. they are identification, classification, description and explanation (corder: 1974;171). 1 identification, the first step is identification. according to corder (1979), identification is deciding what constituents an „error‟ and to establish a procedure for recognizing one. (2) classification is assigning a grammatical description to each error; classify the category of errors made based on the four types of errors. they are: linguistic category, surface strategy, comparative analysis and communicative effect (3) description, the third step is describing the error categories made based on the types of error, such as addition, omission, substitution, misformation, and misordering. (4) explanation, the last step is explaining or determining the sources or factors of error. why are certain errors made? what cognitive strategies and styles or even personality variables underline certain errors? research finding and discussion the writer identified the constituents of errors in the students‟ sentences especially in using „be‟. it is better to see the following results of students‟ performances in using going to and will. here are the illustrations: *my brother am going to come stay with me next weekend. *romeo am going to spend a few days in london next week. *i going to get it. *i will be get it. *anik am going to give him a football. *you will be understand when you are older. *rose am going to sing in her first big concert next month. *you will be open the door for me, please? *sri am going to go to spain for her holidays. *he am going to start study english tomorrow. *she am going to see a specialist next week. *anik will be give him a football for his next birthday. 34 *if we miss the bus, we going to take a taxi. *deny going to be angry if you call him again. *you will be put my car away from me, please? *she will be see a specialist next week. *our class going to start english next week. *the president going to open house next month. discussion in this section, the writer describes and explains what kinds of going to and will were elaborated incorrectly by the students, how they elaborated the sentences erroneously in using going to and will and why they made those errors. before discussing them, the writer describes going to and will which will be explained in turn. they use the other way, they prefer to use the rule supposed out the agreement while they do not yet about the agreement by misusing ‟be‟ in future tense. here are the discussions as follows: no. sentence should be 1. my brother am going to come to stay with me next weekend my brother is going to come to stay with me next weekend 2. romeo am going to spend a few days in london next week romeo is going to spend a few days in london next week 3. i going to get it i am going to get it 4. i will be get it i will get it 5. anik am going to give him a football anik is going to give him a football 6. you will be understand when you are older you will understand when you are older 7. rose am going to sing in her first big concert next month rose is going to sing in her first big concert next month 8. you will be open the door for me, please? you will open the door for me, please? 9. sri am going to go to spain for her holidays sri is going to go to spain for her holidays 10. he am going to start study english tomorrow he is going to start study english tomorrow 11. she am going to see a specialist next week she is going to see a specialist next week 12. anik will be give him a football for his next birthday anik will give him a football for his next birthday 13. if we miss the bus, we going to take a taxi if we miss the bus, we are going to take a taxi 14. deny going to be angry if you call him again deny is going to angry if you call him again 15. you will be put my car away from me, please? you will put my car away from me, please? 16. she will be see a specialist next week she will see a specialist next week 17. our class going to start english our class is going to start english 35 next week next week 18. the president going to open house next month the president is going to open house next month 19. our class are going to start english next week our class are going to start english next week. analysis here are the descriptions as follows: 1).omissions: in the research which has been conducted, the researcher found omission types in the form of „omissions of grammatical morphemes‟. this kind of omission is overt erroneous. in this case, the writer found at least four subsequences of omission categories. to be: is, am, are a. i going to get it. b. deny going to angry if you call him again c. our class going to start english next week d. the president going to open house next month as it was described in the previous subheading, those sentences are covertly erroneous. those are grammatical well-formed and wellordered but not interpretable within the normal context of communication since those utterances can cause some problems, such as misunderstanding, misinterpretation or confuse. actually, those utterances must respect to the verb tenses that would explained the time when such the events or activities are occurred and who are the subjects of those activities. thus, those above utterances are ungrammatical and could be categorized as erroneous utterances. 2). additions for further descriptions, we will examine the following illustrations of students‟ sentences: a. she will be see a specialist next week. b. you will be put my car away from me, please? c. anik will be give him a football for his next birthday. d. you will be open the door for me, please? e. you will be understand when you are older. f. i will be get it. take an example from above students‟ utterance: in the positive simple present sentence „i will be get it‟ instead of added „be‟, whereas, will in sentences does not use „be‟ in the verb, but only adjective, noun, and adverb. 3). misformations: instead of two cases above, the researcher also found students‟ errors in the form of misformations. students were misformed the items with the class and the sentence. they were put unsuitable items to a class and sentence. in another word, students used the wrong form of the morpheme or structure. consider the following description of students‟ erroneous sentences: to be: is, am, are a. my brother am going to come to stay with me next weekend b. romeo am going to spend a few days in london next week c. anik am going to give him a football d. rose am going to sing in her first big concert next month e. sri am going to spain for her holidays f. he am going to start study english tomorrow g. she am going to see a specialist next week h. our class are going to start english next week 36 by looking at those facts above, in this case, students used a wrong form of „be‟. students wrote „my brother am going to come to stay with me next weekend‟. in this case, the student should use (to be) „is‟ in the sentence above. the last step in analyzing the data found in this research is explaining or determining the sources or factors of errors made by students in their sentences. in this case, the researcher tries to assign „why are certain errors made?‟; „what cognitive strategies and styles or even personality variables underline certain errors?‟ here the researcher presents the results of data analysis of students‟ performances in using going to and will, to find what kind of errors were dominantly occurred in students sentences. those are used directly to indicate the causes of errors to occur. the results are shown in the form of errors frequency of each category: omissions, additions and miss-formations. table i: errors made by the students in using going to and will: no subjects’ name error categories total errors omissions addi tions misformati ons mis ordering 1 ap 6 6 2 isi 1 1 3 kao 1 1 2 4 mu 1 1 5 mi 0 6 yuy 0 7 zut 0 8 suh 1 1 2 9 zae 1 1 10 iku 0 11 mi 0 12 ap 6 7 13 13 mu 0 14 hao 0 15 hai 1 1 16 wi 0 17 iw 2 1 3 18 sae 1 11 12 19 isn 0 20 had 0 21 rah 22 yusl 2 2 23 awa 6 6 24 far 1 1 2 37 25 nir 1 1 26 jo 0 27 fari 0 28 murn 3 3 29 sesi 2 2 30 lad 0 31 lia 0 32 yu 0 33 fat 0 34 mary 1 2 3 35 wis 0 36 nes 0 37 ula 0 38 sit 2 1 3 39 itun 0 40 mah 5 5 41 dar 0 42 ra 5 2 0 43 sr 1 1 44 suk 4 2 6 45 su 2 0 46 ve 2 1 3 6 47 ra 0 48 nir 1 1 4 6 49 rahn 11 11 50 in 1 2 3 51 mrni 3 3 6 total freque ncy 32 22 38 0 92 error percen tage 2,5% 1,7% 2,9% 0% 7,2% based on the test items which were tested, the writer calculated that there were 1275 sentences were analyzed. most of those sentences were not produced perfectly and correctly. it means that the students were produced some errors. those errors are shown in the previous tables. clearly, the data above shows that most of the sentences were treated as errors. the most frequently error committed by students is „misformation‟ errors. misformation errors occurred 38 much more times in students‟ sentences than 38 other categories. it is about 2, 9 % of erroneous sentences are underlined misformation errors. furthermore, the most frequently occurred in students written is misformation errors. the results show that the most frequently committed errors it is about 2,9 % misformation errors has than high percentage level than omission errors it is about 2,5 %, addition errors it is about 1,7 % and misordering errors it is about 0 %. in the other hand, the total of percentage of each category, it found the most percentage is in the students‟ misformation the sentence in using going to and will. they could not write the sentence by using going to and will correctly and perfectly. conclusion and suggestion in this chapter, the researcher would like to conclude what has been found of the result of this research in order to answer the statements of problems stated in chapter i. those are involving the following three subcategories: they were omissions errors, additions error and misformations errors. students omitted the going to and will, copulas and auxiliaries which must appear in the well-formed english sentences, they added going to and will and copulas which must not appear in the wellformed english sentences, they misformation the going to and will, copulas and auxiliaries by using the wrong forms of morphemes or structures, they also made the incorrect placement of verbs, adverbs and objects or complements of the sentences. furthermore, based on the total percentage of each misformation error categories, the writer found that the most likely committed by the students is misformation of going to and will. from 7, 2 % of misformation categories, about 2, 9 % are misformation of going to and will. thus the researcher expected the students to master their english language, generally, and paying more attention to the use of going to and will particularly. suggestion 1. since the errors misformation of going to and will were dominantly committed by the students, the teachers are expected to stress them much more than before. 2. since this research of errors in using going to and will is very useful for the teachers and students, they are expected to refer to the result of this research in \order to minimize the errors in using going to and will to be able to construct english sentences correctly. 3. since this research has many advantageous for english teaching and learning, it would be a reference for the next further research. 4. this research also has weaknesses. thus, the researcher would like to ask for some criticisms and suggestions that can make it strong and perfect. 39 references arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: pt. rineka cipta. brown, h. douglas. 1980. principles of language learning and teaching. englewood cliffs, new jersey: prentice-hall, inc. dulay, marina burt and stephen krashen. 1982. language two. london: oxford university press. ellis, rod. 1986. understanding language acquisition. london: oxford university press. hawkins, m, joyce. 2006. kamus dwi bahasa oxfort fajar. kuala lumpur: hicom-industrial park hornby, a.s. 2000. oxford advanced learner‟s dictionary sixth edition. new york: oxford university press. m. halliday. 1967. intonation and grammar in british english. mouton, the hague rost, m. 2002. teaching and researching listening. london, uk: longman. suarjono, edi. 2008. an analysis of errors in using verb inflection in writing english sentences. mataram: department of english unram yusro, kamaludin. 2009. research in english language teaching. mataram: department of english unram 82 the ethnicity view in khaled hosseini’s the kite runner and paulo coelho’s the alchemist (comparative literature study) aang fatihul islam (aang.stkipjb@gmail.com) english department of stkip pgri jombang abstract this article is concerned with ethnicity view in two novel namely khaled husain‟s the kite runner and paulo coelho the alchemist by using comparative literature approach. the problems which are proposed are (1) how are the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho?, and (2) what are the similarities and the differences of the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho?. to answer the problems, the researcher applies comparative literature theory and ethnicity theory and. in this study, the researcher employs a qualitative approach because several typical characteristics of qualitative are present in this study. in collecting the data the researcher uses the following procedures are used: (1) selecting the novel, (2) reading the novel deeply, (3) selecting element of novels contain of ethnic view. after analyzing, the researcher finds after analyzing the two novels, it can be concluded that both of them have similarities and also differences. the similarities are both of novels same contain one of the conceptions driven by marx is the primacy of the economic base over the cultural and thus superstructure. the ethnics who have economic power will control other powerless. the kite runner and the alchemist clearly describe that phenomenon. the facts that people are honored because of their status and wealth are true. the tribal wars will produce the winner that has economic power for the weapons and so on. the groups of different culture are rooted economically. when once they win the tribal war by economic power, they will oppress the other ethnics which powerless in economy. in fact thus condition describe in both of novels. the differences both of those novels are: in the kite runner the ethnic‟s sentimentalism of the powerful economics (higher structure) is stronger, meanwhile in the alchemist the sentimentalism of the powerful economics (higher structure) is lower. although both of them were describe of the power of economic to oppress the poor tribal. key words: ethnicity, the kite runner, the alchemist, comparative literature. 83 introduction novel, a form of literary text may express human experience. if it does, it contains the record of people‟s value; philosophies, histories and the writer‟s experiences, and it can be said that the novel contains the way of life. furthermore, the novel is the vehicle best equipped to present a picture of life lived in a given society against a stable background of social and moral values, and this is a kind of picture of life (mimetic). similarly luxemburg (1991: 15) states that mimetic was begun since plato and his student aristotle era, as values that reflect the reality of live that cover many things like philosophy, culture, psychology, history etc. before world war ii (1945) in fact, before hitler surrender to japan and they partner everything was determined by europe standard, or well-known as eurocentricism. for example literary work, music etc. was measured under europe standard. if according europe was good so the other country will categorize as good, and the contrary if according europe was bad so the other country will categorized into bad. after world war ii eurocentricism, was finished and all of standard which determined by europe pass away, all nations may assume that they have their own national literature which is driven from literary works endorsed by the whole country. the national literature is expounded as bringing the national language and culture of that particular nation. various national works later are considered as the world literature, a term stated by goethe (kasim, 1996: 6). this concept of the world literature triggers a novel idea that literature is universal in nature, so it is not impossible to find the similarities within two or more different literary works. as stated previously, two or more different national literary works may be related one another in many ways. the three ways to perceive comparative literature as argued by wellek and austin warren (1995: 4850) are the concept that it deals with other discipline, includes the study of two or more works, and studies of entire literature. in this study, the second way is used. there are two literary works that will be compared and the two has a different national literature. as we know that every country has developed a sort of social groups with some cultural or physical consideration. the differences may or may not trigger discrimination or conflict. ethnicity, according to malesevic (2004: 13), does not deal with a new social phenomenon, because the questions about the cultural and physical group differences and social have been studied for centuries. “kite runner” by khaled hosseini, received the south african book prize in 2004. it was the first 2005 best seller in the united states of america according to nielsen book scan 84 (http://news.ninemsn.com.au/article). “the alchemist” by paulo coelho is published in 1988, a novel that explores this theme, and it launched him as international bestselling author and bring him to be the greatest novelist in the world. the alchemist has sold out more than 11 billion copies worldwide and it is has been translated into hundreds of language hundreds of languages as well as published millions of copies (www.paulocoelho.com). research method one of basis of the research problem, the approach employed in this study is a descriptive qualitative. this study is categorized into qualitative because several typical characteristics of qualitative are present in this study. the first characteristic is that this study relies much on natural setting. the message from the writer in serat wulang sunu script under the writer‟s control; rather they run naturally, moreover, the contents of this script is containing of moral doctrine. the second, this study is in the form of words rather than numbers. next, this study is concerned much with the contexts. every utterance by the research by subjects is understood on the basis of the contexts. one of the characteristics of qualitative research is descriptive. bogdan and biklen (1975: 29) define that the data collected in the qualitative are in the form of word or picture rather than number. they often contain quotation and try to describe what particular situation or view of the world like in narrative form. the written words are very important in qualitative approach. this research included is both qualitative and descriptive, by some considerations: (1) the setting occur in natural setting, (2) the explanation needs some description of the research phenomenon in the form of words, clauses, phrases and sentences, that‟s mean we do not use the form of numeric. it is also used in classifying of the above research, and analyzing the data, especially about the concepts based on bang and gall (1983: 512) who say that the context analysis is a research technique for the objective, systematic and qualitative description of the manifest context in communication. the characteristics mentioned above are reflected in this study. first, the researcher in this study is the key instrument because she spent considerable time in the data analysis. second, the data of this research are in the form of written discourse taken from the kite runner and the alchemist novel. third, in this study the researcher identify ethnicity view existed in the kite runner and the alchemist novel by using comparative literature study so this research will more interesting. in this study the researcher uses some technique in collecting the http://www.paulocoelho.com/ 85 data: (1) selecting the novel, (2) reading the novel deeply, (3) selecting the narrator or conversation in two novels that contain of ethnic issues, (4) identifying the data of each ethnicity view in two novels. discussion the primacy of the economic base over the cultural and thus ethnic superstructure will be unraveled. it will show how the economic system grows groups of difference cultural. this chapter described and answered more specific of two research questions: (1) how are the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho?, (2) what are the similarities and the differences of the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho? the ethnicity view in the kite runner the ethnic are ruled over another because of the wealth or economic power. the economic life is the base over groups of different culture. this condition can found in the kite runner, while hosseini draws an extreme difference between amir‟s family and hassan‟s family. amir‟s family is from pasthun which considered as highest class and hassan‟s family from hazara which considered as lowest class. this is can found in the quotation as follow: everyone agreed that my father, my baba, had built the most beautiful house in the wazir akbar khan district, a new and affluent neighborhood in the northern part of kabul. some though it was the prettiest house in all of kabul…on the south end of the garden, in the shadows of a loquat tree, was the servant’s home, a modest little mud hut where hasan lived with his father…in the eighteen years that i lived in that house, i stepped into hassan and ali’s quarters only a handful of times (hosseini, 2004: 4-6) the quotation above, we can see that to be rich man to be honored. amir‟s father is a rich man who was built the most beautiful house in kabul, while hasan‟s and his father ali live in a small hut. they work as servants for amir and his father. even though amir and hassan are friends, but amir seldom visits hasan‟s little hut. that show how some ethnics are ruled over another because of their wealth or economic power. the group classification based on their wealth the group classification based on their wealth is clearly described by hosseini. he attempts to exhibit how two ethnics in afghanistan are treated differently because of their economic power and religion. i blew the dust off it, sneaked it into bed with me that night, and was stunned to find an entire chapter on hazara history. an entire chapter dedicated to hassan’s people! in it, i read that my people, the pashtuns, had persecuted and oppressed the 86 hazaras. the book said that my people had killed the hazaras, driven them from their lands, burned their homes, and sold their women. the book said part of the reason pashtun had oppressed the hazaras was that pashtuns were sunni muslim, while hazaras were shi’a (hosseini, 2004:9) the quotation above describe that pashtun consider higher ethnic because their economic power and hazara (afganistan) consider as lower ethnic because in economic view they are poor. whereas pashtun often oppress hazara because they have economic power that enough to bu something moreover to buy authority. this condition show that in hazara (afganistan) found that group classification based on their wealth. it is mean all the more they rich so that they will more honored, on the contrary all the more they poor so that they will more scorned. the relationship between the powerful (economic power) and powerless (economic powerless) becomes a distance. in the kite runner these situations also take place. assef , another rich of amir , persecute hassan because he is a hazara and shi‟a which considered as ugly groups and poor man. he considered hassan and his father as idiot because they want to keep hazaras like hassan and ali in their house. he reached for something from the back pocket of his jeans. “ i’ll ask the president to do what the king didn’t have the quwat to do. to rid afghanistan of like you and your father didn’t take these people in, we’d be rid of them by now. they’d all just go rot in hazarajat where they belong. you’re a disgrace to afghanistan” (hosseini, 2004: 38-39) assef has the bad intention to get rid the hazaraz of even if they are still young. he thinks that hassan and his father is betrayal people for afganistan. moreover, he says that hazaras are like garbage. assef’s brow twitched. “like pride in your people, your customs, your language. afghanistan is like beautiful mansion littered with garbage, and someone has to take out the garbage” (hosseini, 2004: 261) the quotation above illustrate that in fact powerful economic and powerless economic will make distance relationship. this condition also make the powerful economic as higher class (higher ethnic) and powerless economic as lower class (lower ethnic), stupid, poor and so on. finally this situation will lead to the atmosphere that the powerful economic ethnic not required to be friends with powerless economic because their (powerful economic ethnic) are honored, but powerless economic are humble. the powerful ethnics control the poor tribe having money means having power to get enough weapons for the tribal war. the powerful ethnic control the poor tribe. after the war, the weaker tribe becomes servants to 87 the powerful one. as happen in the kite runner, when the pashtuns won the war, they oppress the hazaras and make them slave. the following is the description of such situation. “a loyal hazara. loyal as a dog,” assef said. kamal’s laugh was a shrill, nervous sound. “but before you sacrifice yourself for him, think about this: would he do the same for you? have you ever wondered why he never includes you in games when he has guests? why he only plays with you when no one else is around? i’ll tell you why hazara. because to him, you are nothing but an ugly pet. something he can play with when he’s bored something he can kick when he’s angry. don’t ever fool yourself and think you are something more.” (hosseini, 2004: 261) when hassan says that amir and he are friends, assef gets angry. he tells hassan hat hazaras are pets to pashtuns. that is their fate, to be treated differently and discriminatively. the ethnicity view of the alchemics the ethnic are ruled over another because of the wealth or economic power. in the alchemist, coelho creates a central character namely santiago. he is a shepered who guides his flocks over the field and pastures of andalusia. he is not rich, yet he falls in love with a merchant daughter. he always sells his wool to the girl‟s shop in order that he can see her. since the status of shepherds is not high in any social life, even when the boy wants to sell the wool he has to wait until the afternoon. “i need to sell some wool,” the boy told the merchant. the shop was busy, and the man asked the shepherd to wait until the afternoon. so the boy sat on the steps of the shop and took a book from his bag. “i didn’t know shepherds knew how to read,” said a girl voice behind him. the girl was typical of region andalusia, with flowing black hair, and eyes that vaguely recalled the moorish conquerors. (coelho, 2002: 5) it is obvious that shepherd becomes a less priority to the merchant. that condition makes santiago wait until afternoon. while waiting, the merchant daughter greets him by questioning his ability to read. she does not believe her eyes that a shepherd can read a book well. the girl makes him fall in love for the first time. the boy wants to explain to the girl about his family background, a simple farm family that dreams to be honored. that is the reasons his parents take him to the seminary and wish him become priest one day. his family just fighting day bay day to get enough food and water to continue living. the economic life here is the base over group to different culture. to be rich means to be honored. that is shows how some ethnics are ruled over another because of their wealth or economic 88 power. in the alchemist, the chieftains who rules over the oases are the rich and powerful person in their society. finally, after hours of waiting, the guard bade the boy enter. the boy was astonished by what he saw inside. never could he have imagined that, there in the middle of the desert, there existed a tent like this one…the tribal chieftains were seated at the back of the tent in a semicircle, resting upon richly embroidered silk cushions. servants came and went with silver trays laden with spices and tea. (coelho, 2002: 5) the boy is astonished and shocked of what he has seen inside the chieftain‟s tent which is very luxurious and it also shows the economic power of them. the group classification based on their wealth the society will show respect to those who have respect to those who have a settled life is not new thing. when santiago meets the king of salem, he is told about the future he has a shepherd. his status as a shepherd will make the merchant thinks more to give her daughter to him. “but baker are more important people than shepherds. baker have homes, while shepherd sleep out in the open. parents would rather see their children marry bakers than shepherds.” the boy felt a pang in his heart, thinking about the merchant‟s daughter. there was surely a baker i her town. the old man continued, “ in the long run, what people think about shepherds and bakers becomes more important for them than their own destinies.” (coelho, 2002: 23-24) different from what drawn by hosseini, coelho writes how the crystal merchant, a muslim, treats a totally stranger who ask to work for some meal. “you didn‟t have to do any cleaning, “ he said. “the koran requires me to feed a hungry person.” “while then, why did you let me do it?” the boy asked. “because the crystal was dirty. and both you and i needed to cleanse our minds of negative thoughts.” (coelho, 2002: 48) the crystal merchant in the alchemist shows his kindness to santiago when he says that according to his religion, feeding a hunger is required for free. on the contrary have been discussed before concerning pasthuns and hazaras, coelho picture the beauty of tolerance and freedom to express one‟s belief. the relationship between the powerful (economic power) and powerless (economic powerless) becomes a distance. one ethnics are differed according to their economic power, the relationship between the powerless becomes a distance. coelho exhibits how a king would talk to a simple man like a shepherd 89 because it is written in the bible that when the baby jesus was born, it were the shepherds who knows the news for the first time. “they were given to me as a present by a king,” the boy said. the stranger didn‟t answer; instead, he put his hand in his pocket, and took out two stones that were the same as the boy‟s. “did you say a king?” he asked. “ i guess you don‟t believe that a king would talk to someone like me, a shepherd,” he said, wanting to end the conversation. “not at all. it was shepherds who were the first to recognize a king that the rest of the world refused to acknowledge. so, it‟s not surprising that kings would talk to shepherds.” (coelho, 2002: 72) when santiago told his friend, an englishman, about the stones given by the king of salem, he thought his friend will not believe him. yet, his friend sets an example in the bible about the honor given to the shepherds. the boy‟s opinion is reasonable because it is considered as rude if the ordinary people talk to a king. the powerful ethnics control the poor tribe. having money means having the power to get enough weapons for the tribal war. the powerful ethnic controls the poor tribe. money makes friends is what describe in the alchemist. in their journey to the pyramids, the alchemist and the boy face tribe of desert. they arrest them, but they treat them well because the alchemist takes the boy‟s money and give it to them. “what is a foreigner doing here?” asked another of the man. “he has brought money to give to your tribe,” said the alchemist, before the boy could say a word. and seizing the boy‟s bag, the alchemist gave the gold coins the chief. the arab accepted them without a word. there was enough there to buy a lot of weapons. (coelho, 2002: 147) the quotation above implicitly describe that ethnics who have money (rich) have power and strong position in the society, moreover they control or authorize poor tribe (poor society who weak their economy). the similarities of the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho both of novels same contain one of the conceptions driven by marx is the primacy of the economic base over the cultural and thus superstructure. the ethnics who have economic power will control other powerless. the kite runner and the alchemist clearly describe that phenomenon. the facts that people are honored because of their status and wealth are true. the tribal wars will produce the winner that has economic power for the weapons and so on. the groups of different culture are rooted economically. when once they win the tribal war by economic power, 90 they will oppress the other ethnics which powerless in economy. in fact thus condition describe in both of novels. the differences of the ethnicity view in the kite runner by khaled hosseini and the alchemist by paulo coelho the differences between those novels are: in the kite runner the ethnics sentimentalism of the powerful economics (higher structure) is stronger, meanwhile in the alchemist the sentimentalism of the powerful economics (higher structure) is lower. although both of them were describe of the power of economic to oppress the poor tribal. the ethnics sentimentalism of the powerful economics in the kite runner can be seen in this quotation: he reached for something from the back pocket of his jeans. “ i’ll ask the president to do what the king didn’t have the quwat to do. to rid afghanistan of like you and your father didn’t take these people in, we’d be rid of them by now. they’d all just go rot in hazarajat where they belong. you’re a disgrace to afghanistan” (hosseini, 2004: 38-39) beside that can also found in the other quotation: assef’s brow twitched. “like pride in your people, your customs, your language. afghanistan is like beautiful mansion littered with garbage, and someone has to take out the garbage” (hosseini, 2004: 261) the quotation of the kite runner describe that the ethnic sentimentalism in hazara (afganistan) is stronger than the ethnics sentimentalism of the powerful economics in the alchemist can be seen in thus quotation: “but baker are more important people than shepherds. baker have homes, while shepherd sleep out in the open. parents would rather see their children marry bakers than shepherds.” the boy felt a pang in his heart, thinking about the merchant‟s daughter. there was surely a baker i her town. the old man continued, “in the long run, what people think about shepherds and bakers becomes more important for them than their own destinies” (coelho, 2002: 23-24) the quotation of the alchemist above indicate that the ethnics sentimentalism of the powerful economics in brazil is lower. from both of the quotation above describe that the ethnics sentimentalism of the powerful economics (higher structure) is stronger, meanwhile in the alchemist the sentimentalism of the powerful economics (higher structure) is lower. 91 references bogdan, robert and steven. 1975. introduction to qualitative research methods: a phenomological approach to the social sciences. new york: john whiley 7 sons. castle, george. 2007. the blackwell guide to literary theory. australia: blackwell publishing. creswell, j.w. 1994. research design: qualitative, quantitative, and mixed methods approach. california: sage publications. coelho, paulo, 2002. the alchemist. new york: harper collins publisher. fenton, steve. 2010. ethnicity. uk: publicity press. hosseini, khaled. 2004. the kite runner. united states:: fsc mixed sources http://news.ninemsn.com.au/article.aspax.id (accesed 13 april 2013, at 20.00) kasim, razali. 1996. sastra bandingan: ruang lingkup dan metode. sumatra. usu press. malesevic, sinisa. 2004. the sociology of ethnicity . london: sage publications ltd. miles, mathew. b, and huberman. a. michael. 1986. qualitative data analysis. london: sage publication, ltd. sadi hotomo, suripan. 1993. merambah matahari: sastra dalam perbandingan. surabaya: gaya masa. sunarto. 2001. metodologi penelitian ilmu-ilmu sosial dan pendidikan. surabaya: unesa university press. wellek, rene and austin warren. 1995. teori kesusastraan (diindonesiakan oleh melani budianta). jakarta: gramedia www.paulocoelho.com (accessed 17 april 2013 at 18.00) http://news.ninemsn.com.au/article.aspax.id http://www.paulocoelho.com/ journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2303 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.65-74 65 intasc and modality on speaking: how effective? muliani 1) , dedi sumarsono 2) fpbs ikip mataram muliani@ikipmataram.ac.id 1) , dedisumarsono@ikipmataram.ac.id 2) abstract the concern of this current research is based on the consideration that speaking is urgently needed in acquiring the target language such as english. then, the problem is mostly dealing with the ability to speak regarding the culture of the target language aiming at getting the approximation to the language being acquired. intasc standard cores are offered to assist the students of sman 1 kopang in which the standards were implemented that it is expected they are able to communicate in english. eventually, it was found that intasc standard cores are effective to assist the students’ speaking in which the standards meet the whole indicators of speaking. keywords: intasc standards, speaking, modality introduction this current research take speaking skill since this skill needs more treatment particularly for the candidate of teachers in which it is considered that speaking is not about to practice and being understandable by others, but it is more to the wellformness of the sentences uttered by the speakers. the well-formeness deals with the appropriateness of the spoken expressions in which it does not only consider the appropriateness sequence and structure of the sentence, but the referent and the cultural (contextual) consideration are also taken as the basic consideration. in other words, culturally speaking is the main urgent reason for carrying this research out. thus, this teaching model aims to raise the level of learning in the classroom where speaking is not considered to practice, but this is more related to speaking culturally regarding the modality expressions. teaching speaking to alonso (2014: 155) constitutes a central issue in second language learning because it contributed to success in the acquisition of the second language in which teachers play an essential role in the acquisition of this skill in that they were in charge of promoting meaningful communication in the classroom. speaking is neither only to practice, but it is more dealing with the ability to speak culturally on the language being spoken because it was a main consideration to take culturally speaking into account as oatey and spencer (2000: 1) stated that different culture may have different convention as to what is appropriate in what contexts. martin and nakayama (2010: 95) stated that culture influences communication, and vice versa in which cultural groups influence the process by which the perception of reality is created and maintained. it can be pointed out that the culture of the language must be considered as the language being learned and taught. next to that, warsi (: 39) stated that culture is defined as the set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group. due to those reasons, it could be noted that culturally speaking is concerned with how to speak regarding the attitudes, the behavior, etc of the target language in which on this current 66 research modality is one part of language expressions has a very close relation to culture as the target learners speak the language, in this case, english because modality goes beyond the tense of the language, it goes further concerning the aspect of the language because it also deals with the interpretation and cultural interpretation must be taken into account. regarding modality in relation to culturally speaking, as papafragou (2000: 3) stated the problem of modality is on their preferred interpretation. next to that, fintel, (2006: 1) stated that modality is a category of linguistic meaning having to do with the expression possibility and necessity. it can be pointed out that modality in speaking must be taken into a consideration as something to learn and teach to reveal the problem regarding the interpretation on the usage of the modalities culturally. council of chief state school officers in april 2011established the interstate teacher assessment and support consortium (intasc) model core aiming at raising the level of learning in the classroom in which as ccsso team (2011: 3) stated that teachers need to provide multiple approaches to learning for each student. then, it was expected that learners more active role in determining what they learned, how they learn it, and how they can demonstrate their learning. it also stated (ccso team,2011: 4) that students are also encouraged to interact with peers to accomplish their learning goals. henson (2009: 34) stated that this model of teaching was established to provide support to new teachers and raise the levels of learning in u.s classroom. due to that reason, this current research implemented this teaching model for the candidates of english teachers where it was expected that they have a good competence of speaking in which they can speak culturally regarding english modality. as it has been carried out on the previous research by muliani, et al (20152016), this current research also deals with the 10 standards of intasc in which standard 1-2 deals with formative assessment to know the students’ prior knowledge, strength, and their diversity of learning. standard 3-7 deals with the implementation of the content knowledge regarding speaking concerning on modality expressions, while standard 8-10 deals with summative assessment and the reflection of the implementation of the whole standards. research method research design the research method that used in this study was experimental research. according to kerlinger (1973: 315) an experimental study is a study in which the investigator manipulates at least one independent variable. marczyk, dematteo, festingers (2005: 124) stated that experimental study is one which studies participant are randomly assigned to experimental and control groups. the purpose of an experimental study was to investigate the correlation between cause and effect and how far its correlation is by giving certain treatment to experimental class and to control class as the comparison. this research was a quasi experimental research because random assignment was not used in determining or distributing sample into experiment class or group and control class or group. 67 the research design used for the research is a simple factorial design 2 x 2 by technique of multifactor analysis of variance (anova). the research then can be designed in the table 1. table 1. design of 2x2 multifactor analysis of variance teaching method students’ modality intasc standards core (a1) conventional method (a2) high modality (b1) a1 b1 a2 b1 low modality (b2) a1 b2 a2 b2 population and sample population population is all individuals of interest to the researcher (marcczyk, dematteo, festingers, 2005: 18). meanwhile, sugiono (2008: 80) stated that population is generalization area consisting of object/subject that has certain quality and characteristics which is determined by the researcher to be studied. the population of this research is the students sman 1 kopang. sample according to marcyzyk, dematteo, festinger (2005: 18) sample is a study of a subset of the population. the sample of the research are two classes of the secondgrade students of sman 1 kopang. instruments the instrument used in collecting the data was speaking test. they are oral speaking test for speaking skill and test of modality. in order to know the students’ modality score, the researcher distributed some test to the students. furthermore, to know the students speaking skill, the students are given a speaking test in the form of oral interview test. the students’ speaking test was arranged based on the indicators at the blueprint, formulated based on construct. the items of the students’ speaking test will be tried out first, in order to know its readability. data analysis the techniques of analyzing data that used for the research was descriptive analysis and inferential analysis. descriptive analysis is used to know: mean, median, mode, and standard deviation of the speaking test. before conducting anova test, normality and homogeneity test must be conducted. normality is conducted to know whether the sample distributes normally or not. to examine the normality, liliefors test is used. meanwhile, to examine the homogeneity test, barlet test is used. finding and discussion research finding the researcher focuses on the statistical analysis of the data obtained. this analysis showed how to calculate the data before they are discussed and stated at conclusion. the discussion was continued to the analysis and the interpretation of the investigation. to find out the effectiveness of the research, the researcher intended to analyze the data obtained from students’ result. this study was aimed at finding out the research problem that has been stated in previous chapter “is intasc standard effective in teaching speaking at second grade of sman 1 kopang? 68 a) descriptive analysis 1) the result of experimental group table 2. descriptive statistic of experimental class the data description of experimental group showed that the highest score was 68 and the lowest score was 44. then the mean score was 56,17, the value of mode was 48, the value of median was 56,00, range was 24 and the value of standard deviation was 8,569. 2) the result of control group table 3. descriptive statistic of control group statistics control kelas n valid 26 26 missing 0 0 mean 46.77 2.00 median 46.00 2.00 mode 52 2 std. deviation 9.035 .000 variance 81.625 .000 range 32 0 minimum 32 2 maximum 64 2 sum 1216 52 the data description of control group showed that the highest score was 64 and the lowest score was 32. then the mean score was 46,77, the value of mode was 52, the value of median was 46,00, range was 32 and the value of standard deviation was 9,035. 3) the high result of modality table 4. descriptive statistic of modality high result statistics highscore kelas n valid 20 20 missing 0 0 mean 56.40 3.00 median 56.00 3.00 mode 56 a 3 std. deviation 10.210 .000 variance 104.253 .000 range 36 0 minimum 32 3 maximum 68 3 sum 1128 60 the data description the high result of the students in experimental and control group showed that the highest score was 68 and the lowest score was 32. then the mean score was 56,40, the value of mode was 56, the value of median was 56,00, range was 36 and the value of standard deviation was 10,210. 4) the low result of modality table 5. descriptive statistic of modality low result statistics low score kelas n valid 29 29 missing 0 0 statistics experimental kelas n valid 23 23 missing 0 0 mean 56.17 1.00 median 56.00 1.00 mode 48 1 std. deviation 8.569 .000 variance 73.423 .000 range 24 0 minimum 44 1 maximum 68 1 sum 1292 23 69 mean 47.59 4.00 median 48.00 4.00 mode 48 4 std. deviation 8.095 .000 variance 65.537 .000 range 32 0 minimum 32 4 maximum 64 4 sum 1380 116 the data description the low result of experimental group and control group showed that the highest score was 64 and the lowest score was 32. then the mean score was 47.59, the value of mode was 48, the value of median was 48,00, range was 32 and the value of standard deviation was 8,095. b) normality and homogeneity data 1) normality test normality test was purposed to test whether in a test of t-test has normal distribution or not, if the level of significance was greater than 0,05 meaning that the data was normal, and if the level of significance was less than 0,05 meaning that the data was abnormal. the test of normality can be seen in the table as follows: based on the table above, it showed the significant of modality is 0,530 > 0,05 dan the significant of speaking is 0,530 > 0,05, so that could be concluded that the data of speaking and modality is normal distribution. 2) homogeneity test homogeneity test of variants was seen from levene’stest result, as shown in the following table. table 7. levene's test of equality of error variances a dependent variable:speaking f df1 df2 sig. 4.857 17 31 .000 tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. design: intercept + metode + modality + metode * modality based on the output of spss statistic17, the result showed that significant of homogeneity is 0,000. because the significant 0,000 < 0,05, so it could be concluded that the variant of speaking is not homogeneous (heterogeneous). so that, the assumption of homogeneity in two-way anova is not fulfilled. in this case, using the anova test can ignore the homogeneity of the data, because it is too difficult to get the same variation of scores in the two groups that are subjected to different treatments, so that to returns the results of the normality test, where in the next explanation on normality test states that the significant of speaking and modality concluded that modality was "normal" distribution. table 6. one-sample kolmogorov smirnov test modality speaking n 49 49 normal parameters a,,b mean 51.18 51.18 std. deviation 9.932 9.932 most extreme differences absolute .116 .116 positive .116 .116 negative -.085 -.085 kolmogorov-smirnov z .809 .809 asymp. sig. (2-tailed) .530 .530 70 c) inferential statistic analysis table 8. descriptive statistic of post-test modality method mean std. deviation high intasc 60.86 7.048 talking 46.00 9.033 total 53.43 10.210 low intasc 48.89 4.807 talking chips 47.00 9.257 total 47.94 8.095 total intasc 56.17 8.569 talking chips 46.77 9.035 the scores of the four groups on the dependent variable, the students’ speaking skill shows that the mean score of intasc, 56,17 is compared with talking chips, 46,77, it could be found that the differences between these means are 9,40 points. therefore, it could be concluded that intasc is more effective than talking chips. it has the positive effect on the students’ speaking skill. in addition, the mean score for the two high-modality groups are 53,43, and the mean score for the low-modality groups are 47,94. since this difference is 5,49 points, it could be assumed that there is an effect caused by the level of modality. the high modality group has a markedly higher mean score. thus, regardless of teaching method used, the high-modality groups perform better than the low-modality group. teaching methods and students’ modality are independent of each other. the existence of sufficient interaction could be illustrated graphically in figure 1 and significant differences in students' speaking skills have been statistically proven. figure 1. illustration sufficient of interaction between teaching method and students’ modality the result of two way anova are elaborated in table 9. table 9. tests of between-subjects effects dependent variable:speaking source type iii sum of squares df mean square f sig. corrected model 4164.680 a 17 244.981 13.308 .000 intercept 95268.69 2 1 95268.69 2 5175.22 7 .000 metode 94.457 1 94.457 5.131 .031 modality 2230.873 9 247.875 13.465 .000 metode * modality 485.027 7 69.290 3.764 .005 error 570.667 31 18.409 total 133104.0 00 49 corrected total 4735.347 48 a. r squared = .879 (adjusted r squared = .813 based on the table above, on the first f-ratio it could be concluded that there is a difference of significant in intasc toward students’ speaking because sign. 0.031<0.05. so, the hypothesis which states that there is a difference of significant in intasc toward speaking is accepted. in the table.8 that those students who are treated under intasc obtain a combine mean of 56,17 as compared with a mean of 46,77 for those students 0 20 40 60 80 h i g h l o w m o d a l i t y intasc talking chips 71 who are treated under talking chips. since it is obtained a significant f-test for the difference, it can be concluded that under the different modality, intasc improves the students’ speaking skill better. the second f-ratio summarized that there is a difference of significant of students with high modality towards speaking, because sign. 0.00 < 0.05. so, the hypothesis which states that there is a difference of significant in high modality towards speaking is accepted. from the significance of this f-test, it could be inferred that the difference between speaking skill of the students who have high and low modality is beyond expectation. in addition, examining the data that presented in table.8, it could be seen that those students who have high modality obtain a combined mean of 53,43 as compared with a mean of 47,94 for those students who have low modality. since it is obtained a significant f-test for the difference, it can be concluded that under the same teaching method, a higher speaking skill could be expected when the students have high modality than when they have low modality. the third f-ratio summarized that there is an interaction between the teaching method and the modality toward speaking, because the significant 0.05 ≤ 0.05, so the hypothesis which states that there is an interaction between the teaching method and the modality toward speaking is accepted. from the significant, this study shows that the main effect of intasc as the teaching method with using modality which is the main assessment of teaching method in speaking skill has an interaction, it is also seen from the assessment of the high and low scores of modality, it could be concluded that the result shows the students’ speaking skill taught by using intasc better than students’ speaking skill taught by using talking chips. intasc model is a model of teaching and learning english which stands for interstate new teachers assessment and support consortium developed by the council of chief state school officers is a nonpartisan, nationwide, non-profit organization of public officials who are working in developing teaching standards aiming at raising the level of learning in the classroom which consequently will improve the competence of the students. on the article written by henson (2009: 34). the implementation of intasc standard had created a good situation for the students during the teaching and learning process since the students got the opportunity to interact both with other students and with the teacher. the teacher-student and studentsstudents interaction could run well during the activities. the interaction was beneficial for the students because by the students could share and discuss the task together. as the result the students felt more comfortable in learning because the group work can minimize the anxiety with the difficulties, they found during the learning process. in line with that, it could be said intasc standard is believed to be effective to teaching speaking. 72 according to mandel (2000: p.5) who stated that “learning to be a better speaker is similar to learning any activity”. it means that how the students can learn speaking in many ways, one of them is modality. as klein, at al (2006: p. 1) stated that “the notion of modality has been used in different ways in the literature. it is occasionally used in a very broad sense, such as to refer to any kind of speaker modification of a state of affairs, even including dimensions such as tense and aspect”. thus, it can be said that there is a relationship between how learn modality by learning speaking, because modality discusses how to use modal that could be find in students’ daily activities, learning of modals, showing that students are sensitive to the subtlety of meaning and range of forms in the languages to which they are exposed. in addition, the finding shows that both students who are taught the talking chips and intasc gains better achievement in speaking if they have high score of modality. therefore, it is suggested that the intasc is effective in enhancing speaking skill of the students who have high or low modality to applied more effectiveness of intascunder the influence of how much the students understand the used of modality in their daily activity. d) tuckey test tuckey test is a single step multiple comparison procedure and statistical used in this discussion, there are 10 (ten) mean value from the result of modality test that appear often in multiple comparison table in tuckey test namely 32, 36, 40, 44, 48, 52, 56, 60, 64, and 68. it could be concluded that on each mean value has a significant difference. conclusion based on the results of the elaboration on the three significant f-ratio results, indicating that intasc influence students' speaking skills better than talking chips. then, the students’high and low modality, also affect students' speaking skill. it also found that intasc, talking chips, and modality have a combine effect on the students’ speaking skill. in other words, the three variables have strong enough interactions towards students' speaking skill. intasc standard can be one of method in teaching speaking because the teacher gives the students an opportunity to interact with the other. it also provides the different kind of activities. so, the student more actives in class and confidences during the teaching and learning process so that their speaking skill level improve too. and also, by supporting the learning process with the used of a picture as a media was effective to engage students’ attention. most of students were interested more in speaking by being given some opinion about the picture. it helps students to remember the material easily than before. and the pictures are useful for the students to make some prediction about the` materials, they are learning and make them easier to remembers the materials. it implies that picture can help the students to understand better, and the picture can help them dealing with the task given, then the student could enrich their vocabulary. 73 acknowledgment the great appreciation goes to ikip mataram which has funded this research. next to that, the best appreciation also goes to the lppm team in which they have supported this research in which it eventually is accomplished. finally, it is expected that the result of this research can contribute to the enhancement of the quality teaching and learning processes of english to assist the students to get their approximation to english as the target language. lastly, any uncountable support is appreciated quite highly. references alonso, alonso, rosa. (2014). teaching speaking: an exploratory study in two academic contexts. po r t a li n g u a r u m. issn: 1697-7467 page 145-160. anna, papafragou. (2000). modality: issues in the semantics: semanticspragmatics interface. oxford, england: elsevier. council of chief state school offcers. (2011). interstate teacher assessment and support consortium (intasc) model core teaching standards: a resource for state dialogue. washington, dc: author. kerlinger, fred, n. (1973). foundations of behavioral research. new york: holt, rinehart, and winston, inc. kai von, fintel. (2006). modality and language. in encyclopedia of philosophy – second edition, edited by donald m. borchert. detroit: macmillan reference usa. most recent version online at http://mit.edu/fintel/www/modality.p df. henson, ken. (2009). making the most of intasc standards. srate journal “vol.18 number 2” page 34-40. marczyk, g., dematteo, d., & festinger, d. (2005). essentials of research design and methodology. new jersey: john wiley and sons. inc. martin, n, judith. nakayama, k, thomas. (2010). intercultural communication in context. new york: the mcgraw-hill companies, inc. muliani. sumarsono, dedi. (2013). the acquisition of english modality by the english department students of ikip mataram. journal of languages and language teaching. “issn: 2339-0810 vol. 2” page 109113. muliani. maurisa, sofia. (2014). the acquisition of the agent-oriented modality types in l2 english postgraduate students’ expressions.jurnal pendidikan, lppm ikip mataram; vol.13 no.3. september 2014. issn: 1412-6087. muliani. maurisa, sofia. nurusshobah. (2015). developing teaching english modality competence by applying intasc standards at the english department students of ikip mataram. proceeding the 62nd teflin no: 978-602-294-066-1. oatey, spencer, helen (ed). (2000). culturally speaking. managing rapport through talk across cultures. london and new york: continuum. sugiyono, (2008). metode penelitian kunatitatif kualitatif dan r&d. bandung. alfabeta. tuckman, bruce, w. (1978). conducting educational research. new york: harcourt brace jovanovich, inc. 74 warsi, m.j. – culturally speaking: should culture be an integral part of language pedagogy? sacs vol. 2 no. 2 pp39-46. washington university in st. louis 3 9 e‐mail: mwarsi@wustl.edu. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 97 improving students’ writing skill through interactive blog at ikip mataram muhamad suhaili (1) , taufik suadiyatno (2) (suhailimuhamad46@gmail.com (1) , taufiklombok7@gmail.com (2) ) faculty of education for language and art (fpbs) mataram institute of teacher training and education (ikip) abstract this research is aimed to improve students’ writing skill through interactive blog at english department of ikip mataram. the subjects of the research were a class students of the fifth semester of english department that consist of 45 students. this research was a classroom action research that involved critical analyses of the situation in classroom and system in which they worked. these situations were structured institutionally with some cycles that consist of planning, acting, observing, and reflecting which can help to define issues and ideas. there were four techniques of data collection that were applied in this research; they were observation, interview, questioner and objective test. the techniques of analyzing data in this research used analytical scoring rubric adapted from weigle. there were five components presented in the analytical scoring rubric for writing, i.e., content, organization, vocabulary, language use, and mechanics. the result of this research showed that interactive blog could improve students’ writing skill, it can be proved by some facts; first, related to the srudents’ result, there was 82% who passed the passing grade (60). second, the observation result of students’ participation showed the good improvement from the first meeting until the last meeting. the last, the result of interview towards students and lecturer showed the positive response when the interactive blog was applied in improving students’ writing skill. it created a situation of feeling free and enjoyable. the students can explore and share their idea or opinion with other friends. therefore students can help each other to do whatever was necessary to succeed. these situation made students’ writing skill and productivity were more increasing. in addition by using this media, students were able to improve their ability in working individually, students were able to build their own knowledge, students were able to find out steps in solving problem in writing. based on the result of this research, it can be concluded that interactive blog is able to improve students writing skill at ikip mataram. keywords: writing skill, interactive blog introduction the use of technology in language teaching and learning has been around for many years. language labs, tape recorders, overhead projectors, tv sets and videos date from the 60's and 70's. computer assisted language learning (call) mailto:suhailimuhamad46@gmail.com mailto:taufiklombok7@gmail.com journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 98 appeared on the scene in the early 80's with the use of computer programs while the integration of information and communications technology (ict) came to be known in the 90's moving ahead from static language programs to the dynamic world wide web and the so-called web-based tools. nowadays with the tools of the web 2.0 geared toward individuals and groups, educational institutions, universities specifically, have to take advantage of the easy to handle and high potential of these technologies which seem to fit perfectly in project collaboration and group learning (swain, 2008). weblogs or blogs are online personal journals which have been in cyberspace since 1998. in august of 1999 the release of blogger, a free blog hosting service, led to the rapid growth of these sites (blood, 2002). later, blogs extended into various professional areas especially journalism and business. the cover story of the first issue of fortune magazine in 2005 introduces "10 tech trends to watch in 2005," and blogs rank as the first one. "according to blog search-engine and measurement firm technorati," fortune reports, "23,000 new weblogs are created everyday -or about one every three seconds" (p. 34). no wonder the author claims that blogs have become a force that business cannot afford to ignore. conejo (2006) refers to a blog as a website where regular updating takes place. the posting of various entries is arranged in chronological order, usually published from the latest to the oldest. blogs may share a specific theme and their content can be collected and posted by one or more authors. they are also used to organize links to other webpages which may host videos and podcasts. blogs generally include the option of allowing members and visitors to comment on the posts, thus promoting the interaction between users without the need to open discussion forums or threads. in this particular experience, blogs were used as open source and easy to handle web-tools. even people with little technical background can take part in the creation, managing and maintenance of a blog. blogs allow teachers and students to upload content pertinent to their courses on the web and reach out to people providing opportunities to promote student-teacher, student-student, and student-others interactions. another reason for using blogs is that posts are published instantly, without much time investment. blogs are accessible to all who might be interested in making contributions in a relatively lengthy period of time, without moving physically or attending faceto-face (f2f) classes. besides, blogs have proven to be of great use in foreign language courses because images, songs, podcasts, and videos can be uploaded so students can be exposed to them in a real multimedia environment (campbell, 2003, 2004; dieu, 2004; grewling, 2004). journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 99 according to grewling (2004) the biggest reason for using blogs in language teaching is the way they are set up because they invite participation and have the potential to democratize the classroom since each student is given the chance to participate equally. grewling (2004) also brings up the fact that issues like "shyness" become less relevant in a blog than in f2f situations and, furthermore, that quieter students' participation increases in online environments. blogs can also be accessed practically anytime and anywhere so contributors can post and comment at their own convenience and determine their own pace and level of contribution (grewling, 2004). pinkman (2005) states that blogs give students more control over their own learning and when created by students themselves. blogs can also give students the ownership of a personal space, a sense of belonging that is not so easily achieved in f2f environments. panday (2007) assures that blogs offer many benefits to our students since they help to enhance the skills of communicating, sharing, analyzing, reflecting, reading, writing, keeping records and promote collaboration among grown-ups. the present study explored how blogging could be implemented to practice students’ writing skill at english department of ikip mataram. the classical problem that might be faced by the language learners in mastering writing skill, especially for the beginner was “how to begin” as same as another case, begin to write is difficult. therefore, the talent and habitual factor may have important role to support of the language learners especially who wants to be a good writer. finding and discussion planning : in this phase, the reseachers made a planning for the action research based on the problem that was faced on preliminary study. in this case, the reseachers determined selected material using interactive blog. besides, making lesson plan, the reseachers also prepared observation sheet to observe the students’ activities in learning process. and also the reseachers prepared the post-test to collect the data; to know there were some students’ improvement score from pretest to post-test. the last was determining the passing grade. action cycle : the action of cycle was done on december 19th 2015 and it was conducted in eight meetings. the first meeting up to eight meeting was the implementation of interactive blog and at the last meeting the researchers gave a test through interactive blog. the reseachers implemented the action based on the lesson plan had been made. the action of meeting i : the first meeting of this action research was conducted on november, 15 th 2015 at 4.10 am. the reseachers prepared the material about descriptive text, it was “describing someone”. the journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 100 implementation of this action was using interactive blog to improve students’ writing skill especially to the fifth semester students of fpbs ikip mataram. the reseachers started by greeting the students to got in touch with the students and asked their condition. then, the reseachers checked students’ attendance. totally, the class consisted of 45 students. the lecturer facilitating students by giving the task in picture form about “the famous actress”, students work individually. the reseachers gave chance the students to think, analyze and did the tasks. the action of meeting ii: the second meeting was conducted on november, 22 nd 2015 at 5.05 pm. the reseachers started by greeting the students to get in touch with the students and ask their condition. then, the reseachers checked students’ attendance. totally, the class consisted of 49 students. however, there was 4 students who did not attend the class. furthermore, the reseacherss conveyed the material related to decriptive text. as usual after discussing the material the lecturer facilitating students by giving the assignment or tasks that should be done at internet directly. the lecturer gave chanced the students to thought, analyzed and did the task. the action of meeting iii: the third meeting was carried out on november 29 th 2015 at 4.55 pm. the reseachers started by greeting the students to got in touch with the students and asked their condition. then, the reseachers checked students’ attendance as usually. this meeting was attended by 43 students there were 2 students did not come without a certain reason. furthermore, the reseachers conveyed the material related to descriptive text, and discussed the material with the students. the students were given some different topics to be selected and elaborated regarding with “procedure text”. the reseachers asked students worked individually to make descriptive. the reseachers gave chance the students to thought, analyzed and did the tasks. the last step for the third meeting was giving conclusion to te students related to material and asked students’ difficulty. before closing the activity, the reseachers offered homework to students dealing with the material was discussed and the reseachers informed students the next lesson plan. the action of meeting iv : the fourth meeting was conducted on december, 2 nd 2015 at 5.57 pm. the reseachers started by greeting the students to got in touch with the students and asked their condition. then the reseachers checked students’ attendance. the students on the third meeting were 45 students. the reseachers asked the previous material that had been discussed. the topic was the same with previous meeting that was descriptive text, but in this case the reseachers asked them to gave comment in term of the reseachers and other members posts. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 101 the reseachers gave chance the students to thought, analyzed and did the tasks. then the last step for the fourth meeting was giving conclusion related to material. before closing the activity, as usual the reseachers asked students for studying writing at home and the reseachers informed students the next lesson plan. the action of meeting v: the fifth meeting was carried out on december 13 rd 2015 at 7.58 pm. the reseachers started by greeting the students to got in touch with the students and asks their condition. then, the reseachers checked students’ attendance. this meeting was attending with 45 students. furthermore, the reseachers conveyed the material related to descriptive text, and discussing material with the students. the students were give media for teaching gramatical. the reseachers asked students works individually to explained about other media that can be used in teaching garammatical. the reseachers gave chanced to the students to thought, analyzed and did the tasks. the last step for the the sixth meeting was giving conclusion to the students related to material and asked students’ difficulty. before closing the activity, the reseachers offered homework to students dealing with the material was discussed and the reseachers informed students the next lesson plan. the action of meeting vi: the sixth meeting was carried out on 21 st december 2015 at 1.30 am. the reseachers started by greeting the students to got in touch with the students and asked their condition. then, the reseachers checked students’ attendance. this meeting was attending with 43 students there were 2 students did not come without permission. furthermore, the reseachers conveyed the material with the students. the students were given spelling and punctuation. the reseachers asked students works individually to make make fre topic to be explored in the blog. the reseachers gave chance to the students to think, analyze and do the tasks. the last step for sixth meeting was giving conclusion to the students related to material and asked students’ difficulty. before closing the activity, the reseachers offered homework to students dealing with the material was discussed and the reseachers informed students the next lesson plan. the action of meeting vii : the seventh meeting of this action research was conduct on december 28 th 2015 at 6.29 am. the reseachers started by greeting the students to got in touch with the students and asked their condition. then, the reseachers checked students’ attendance. this meeting was attending with 44 students were 1 students who did not post into the blog. furthermore, the reseachers conveyed the material related to descriptive text, and discussing material with the students. the students were given free title of descriptive text, in thi case the reseacher asked them to wrote free journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 102 paragraph as well. the reseachers asked students worked individually to made short paragraph at least 200 words. the reseachers gave chanced the students to thought, analyzed and did the tasks. the last step for the seventh meeting was giving students conclusion and asking students’ difficulty during teaching learning process but not one clarified their difficulty. before closing the activity, the reseachers asked students for studying writing related to the previous material at home and the reseachers informed students that next meeting we would test. the action of meeting viii: the last meeting was conduct on january 5 th 2016 at 5.20 pm. the reseachers started by greeting students and asked their condition. the reseachers started the class by greeting and checking students’ attendance. after that the reseachers expalained the rules of test, the test was coming from the reseachers related to the descriptive. at the end of this meeting, the reseachers aseked them to made summary in term of class blog from the fist meeting to the end. in theis matter, we invited them to comprehend the students’ response toward the use of interactive blog in teaching writing. observation : after conducting the observation toward lecturer and students during teaching and learning process, the reseachers found data as follows: table.1 result of observation toward students’ activities meeting indicator score category i 10 15 low ii 10 15 low iii 10 21 high iv 10 21 high v 10 23 high vi 10 23 high vii 10 27 very high viii 10 27 very high the data showed the students’ score activities during teaching and learning process was improved significantly, from the first and second meeting were 15 which were categorized as low, and third and fourth meeting were 21 and 21 which were categorized as high, then in the fifth and sixth meeting improved to be 23 and 23 which were categorized as high, and the last from the seventh to eight meeting were categorized very high with the score 27 and 27. in conducting the observation, there were several problems such as in the first meeting two students did not attend the class, there were two students, while applying the task there were students who chated with the other students. second meeting the reseachers found six students did not attend the class. and they said journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 103 forgot to put the blogs during the investigation process. third meeting, students had difficulty to wrote procedure because they were seldom to study individually. fourth meeting, students are able to understood the meaning of picture that the reseachers gave. meanwhile, from fifth meeting up to the last meeting, students were already to conducted this task even several students still did not finish the work. even there were problem appeared the reseachers were able to fixed it in every meeting. looking at those data,the reseachers were successful in increasing students’s writing skill. so this study stopped in one cycle and it did not need to continue to next cycle. the result of post-test: the post test was held after implementing the classroom action research. it was conducted on january 5 th 2016 at 5.20 pm. the allocation of time was 50 minutes and its one sets of descriptive text in form of writing text or making a paragraph. students’ writing skill can be seen in table below: table.2. the score of students learning test result (post-test) no name aspect of assessment score post-test grade f g v c s 1 ef 2 j 3 sy 3 4 4 3 4 18 72 pass 4 ao 3 4 4 3 4 18 72 pass 5 lehtm 5 5 4 5 4 23 92 pass 6 rw 7 vf 3 3 3 3 2 14 56 fail 8 s 3 4 4 3 4 18 72 pass 9 sw 5 5 4 5 4 23 92 pass 10 ha 3 4 4 3 4 18 72 pass 11 sh 3 3 4 3 4 17 68 pass 12 hf 4 4 4 4 4 20 80 pass 13 s 4 4 4 4 4 20 80 pass 14 sh 4 3 3 3 3 16 64 pass 15 i 4 4 4 4 4 20 80 pass 16 m 3 4 4 3 4 18 72 pass 17 ap 3 3 3 3 2 14 56 fail 18 n 4 3 3 3 3 16 64 pass 19 lka 4 4 4 4 4 20 80 pass 20 sh 4 4 4 4 4 20 80 pass 21 m 3 3 3 3 2 14 56 fail 22 ah 3 3 3 3 2 14 56 fail 23 s 5 5 4 5 4 23 92 pass 24 kaa 3 3 3 3 2 14 56 fail 25 em 4 4 4 4 4 20 80 pass 26 n 5 5 4 5 4 23 92 pass 27 qa 3 4 4 3 4 18 72 pass journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 104 28 s 4 4 4 4 4 20 80 pass 29 sh 30 sr 3 3 3 3 2 14 56 fail 31 as 4 4 4 4 4 20 80 pass 32 mb 4 4 4 4 4 20 80 pass 33 sms 3 4 4 3 4 18 72 pass 34 u 5 5 4 5 4 23 92 pass 35 um 5 5 4 5 4 23 92 pass 36 apf 3 4 4 3 4 18 72 pass 37 dia 5 5 4 5 4 23 92 pass 38 at 3 4 4 3 4 18 72 pass 39 s 4 4 4 4 4 20 80 pass 40 r 3 4 4 3 4 18 72 pass 41 vst 4 4 4 4 4 20 80 pass 42 ff 3 3 3 3 2 14 56 fail 43 m 4 4 4 4 4 20 80 pass 44 mm 3 3 3 3 2 14 56 fail 45 dm 3 4 4 3 4 18 72 pass 46 r 4 4 4 4 4 20 80 pass 47 lk 3 4 4 3 4 18 72 pass 48 lz 3 4 4 3 4 18 72 pass 49 i 4 4 4 4 4 20 80 pass total 3344 arrange 74,31 cl (%) 82% they were able to achieve a high achievement of writing elements. in analyzing quantitative data, the reseacherss compared the result pre test and post test. then, the reseacherss saw the significant improvement among the test. the mean score of pre test was 55,11 (24%) then improved into 74,31(82%). the detail score are as follows: table.3. the result of pre test and post test no name pre-test post-test 1 ef 2 j 3 sy 40 72 4 ao 52 72 5 lehtm 52 92 6 rw 7 vf 52 56 8 s 72 72 9 sw 48 92 10 ha 48 72 11 sh 68 68 12 hf 56 80 journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 105 13 s 72 80 14 sh 64 64 15 i 52 80 16 m 72 72 17 ap 56 56 18 n 64 64 19 lka 52 80 20 sh 52 80 21 m 56 56 22 ah 56 56 23 s 40 92 24 kaa 48 56 25 em 52 80 26 n 52 92 27 qa 52 72 28 s 40 80 29 sh 30 sr 48 56 31 as 56 80 32 mb 56 80 33 sms 72 72 34 u 48 92 35 um 56 92 36 apf 48 72 37 dia 56 92 38 at 56 72 39 s 72 80 40 r 48 72 41 vst 48 80 42 ff 48 56 43 m 72 80 44 mm 48 56 45 dm 64 72 46 r 48 80 47 lk 52 72 48 lz 52 72 49 i 64 80 total 2480 3344 mean score 51,11 74,31 cl (%) 24% 82% the reseachers compared the result of students’ achievement in pre test and post test. then, the reseachers saw the significant increasing among the students’ writing skill, it can be seen at the following figure:  students mean score journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 106 m = = = 74,31  percentage of students learn achievement classically p = x 100% = = 82% after that, the reseachers compared the result of pre-test and post-test with the passing grade that was 60. in the pre test, the students’ mean score under passing grade that was 51,11 (24%). furthermore, the mean score of post-test was 74,31 (82%), it showed that the passing grade were achieved. reflection : the reflection of classroom action research (car) was conduct after giving the result of writing test. the reseachers and lecturer felt satisfied in effort to improved the students’s writing skill has been realized. the students could understand the writing process easily. it was proven by the result of pre-test that improved in post-test. furthermore, they could cooperated among their teams easily and they seemed more interesting during the teaching and learning process. after achieving the target research of post-test which showed mean score 74,31 it was higher than passing grade that was 70. therefore, the reseachers and lecturer decided to stop classroom action research because it had already succeeded. hence, the reasearcher did not need to rearrange the next cycle. it was enough with one cycle only. according to the evaluation between reseachers and lecturer, it should be inferred that the implementation of interactive blog was able to improve students’ writing skill. conclusion after having classroom action research at fifith semseter students of fpbs in academic year 2015/2016, the reseachers inferred that interactive blog could improve students’ writing skill. it can be proved by the following facts. first, related to the srudents’ result, there was 82% who passed the passing grade 60. within the pre-test, there were 34 students did not passed the passing grade. second, the observation result of students’ participation showed the good improvement from the first meeting until the last meeting. the last, the result of interview towards students and lecturer showed the positive response when the interactive blog was applied in improving students’ writing skill. in this case, interactive blog created a situation felt free and enjoyable to explored their ideas, they also can shared their ideas, opinion and expressed their feeling through class blog and they were not ashamed to shared their ideas with other friends. therefore students help each other to did whatever was necessary journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 107 to succeed and everyone needed to put in maximum effort. these situation made students’ writing skill and productivity were more increasing. in conclusion, this research was successful in improving students’ writing skill by using interactive blog. in addition by using this media, students were able to improve their ability in working individually, students were able to built their own knowledge, and students were able to found steps in solving problem in writing. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 108 references blood, r. (2002). a history and perspective. rebecca's pocket. retrieved october 5, 2008 from http://rebeccablood.net/essays/weblog_history.html. campbell, a. p. (2003). weblogs for use with esl classes. the internet tesl journal, 9 (2). campbell, a. p. (2004). using live journal for authentic communication in efl classes. the internet tesl journal, 10 (9). conejo, m. (2006). usos didácticos. centro de profesores y de recursos de mérida, junta de extremadura, spain. retrieved january 22, 2008 from https://docs.moodle.org/all/es/usos_did%c3%a1cticos. grewling, n. (2004). collaborative learning online: using blogs for language teaching. cla language center newsletter, 15 (1). university of minnesota. retrieved october 5, 2008 from https://www.teachingenglish.org.uk/article/blogging-elt. pinkman, k. (2005). using blogs in the foreign language classroom: encouraging learner independence. the jalt call journal, 1 (1), 12-24. retrieved october 5, 2008. swain, h. (2008, may 12). web 2.0: boon or bane for universities. guardian media group. retrieved november 30, 2008 from https://mg.co.za/article/2017-08-25-00-university-rankings-boon-or-bane. weigle, sara cushing, 2002. assessing writing. cambridge language assessment. new york: cambridge university press. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 21 veronika`s personality determinant and ego-state in veronika decide to die in paulo coelho tawali (1) (k_school49@yahoo.com (1) ) faculty of education for language and art (fpbs) institute of teacher training and education (ikip) mataram abstract this research is aimed to revel the personality determinant and veronika`s egostate. the theory that applied in this research is personality determinant by elizabeth hurlock and transactional analysis proposed by eric berne. the method used in this research is qualitative descriptive method. the condition that veronika experiences is that her mother in determining her future pressures veronika`s life. everything that she wants to do, it must be controlled by her mother. finally, she feels tired living with that condition therefore she prefers to end up her life through suicide. unlikely, she is failure in doing it. it is found out aspiration and achievement, education, social, emotion, family, sex, physical, and intellectual factor determinant her personality. however, her personality is dominant by family factor. her view in relationship toward a life and death are she feels happy living when she was to child. however, she feels empty when she is adult women and has everything. she gets bored with her routine activity such as go for working in the morning and gets back in the afternoon. she has not any purpose of life anymore. since living the mental hospital, her life rise back. she understands the meaning of life through motivation from her friends and love from young man. there are three aspects of her ego-state within her such as parents, adult, and child aspects. however, the adult ego state determinates from them all. keywords: personality and ego-state journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 22 introduction studying literary works has many significant in understanding the life and all phenomena, and availability of many theories and its development in the literature study enable us to see one literary work from many aspects and factors. this study will employ the transactional analysis as the device to measure the individuals’ psychological features and its background by rending one’s personality based on the dialogues occurred in any literary work. this analysis device splits one’s personality into three aspects, i.e. parent, adult and children. a literary work can be a useful device to reveal the truth hidden beneath what we call as a fact. literalists, consciously or unconsciously, put the hidden clues by using metaphors or other linguistic features to describe his or her intention. veronika decides to die explores the major character, veronika, as an absurd young woman who was seeing the life as an absence of meaning. this novel has strong effect in every conversation and narration. considering the powerful of this novel and the writer’s reputation, researcher is interested to study this novel scientifically. coelho must be good in describing physical and mental setting of the story as he had personal experiences living in a mental asylum. he got ‘imprisoned’ in the mental hospital for three times, sent by his parents’ dread of his writing ambition. to get the personality description of the main character, researcher prefers to apply two devices, 1) transactional study which can show us the deflections and tendencies in her utterances to other characters or to herself. by this approach, researcher be able to see the three separated parts in human psychology, i.e. parent, adult, and child; and 2) personality analysis to reveal the determinants of her personality, which are categorized in eight aspects, i.e.: physical determinants, intellectual determinants, emotional determinants, social determinants, aspirations determinants, sex determinants, educational determinants, and family determinants. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 23 phenomena and focus of the study the four main phenomena to which the study foucused are (1) the life-journey of veronika (2) veronika’s personality determinants (3) veronika’s views of life and death (4) the ego-states of veronika: parent, adult, and child systems. objectives of the study the objectives in conducting this study are (1) describing veronika’s life-journey (2) identifying veronika’s personality determinants (3) revealing veronika’s views about life and death, and (4) identifying the ego-states of veronika by applying transactional analysis. significance of the study the theoretical significance of this study is: providing the concept of lifejourney, describing the personality determinants, exploring and identifying the ego states of veronika in the novel, which consist of parent, adult, and child systems.the practical significance: the results of this study are expected to be useful as one of references for further studies that is dealing with personality determinants and ego-state of the main character in a novel. definitions of key term personality is everything involved about itself, who is he/she exactly in infracting with itself, or around environment. ego-state is how we are made up, and how we are relate to others in certain condition and situation. review of related literature exposing the concept of this study, the researcher provides the theoretical and some previous relevant studies from many sources, such as from textbooks, articles, research publications, web page, and some others. transactional analysis transactional analysis is not exclusively used in literature study, indeed, it was born from psychology. in the psychology, scientists learn and try to understand individual behavior by relating their action, performance, problems, and presumptions the possibilities of one’s thought (berne, 2009: 17) journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 24 by this method, berne in his psycho-medical session was able to diagnose the hidden or comprehensive description of his patients’ personality situation, in which he could understand the best clinical measures applicable for his patients. he mentioned briefly that in every human develops three dynamic personalities. the action of each state, or ego-state, forms the current position of the personality (berne, 2009: 25). ego-state ego is reflecting oneself, dynamically changing, as the result of surrounding situation and condition. the ego-state of every individual consists of those three mental elements, i.e. parent, adult, and child, or be abbreviated as pac. each of ego-state contains some particular characteristic that can be found and analyzed inside any individual. parent everyone has experienced the influence of parents or from other figures acted as parents, like grandparents or caretakers, in their childhood. the kind of influence then identified by berne as the constructed mental entity namely parent (first letter always be capitalized, also for adult and child) system. child the last ego-state in an individual is the child. this system viewed as one’s behavior, way of thinking, and feeling which re-performing and continuing her/his childhood. even a decrepit granny can perform her child system in her attitude, such as indulgent like a young girl. personality determinants based on many sources, hurlock (1974: 137), in the same book, emphasizes the determining components or aspects of personality. there are eight categories of personality determinant, i.e.: physical determinants, intellectual determinants, emotional determinants, social determinants, aspirations determinants, sex determinants, educational determinants, and family determinants. physical determinants physique and body functioning are without question directly responsible for personality development, though, in modern research studies have been pointed that physical factors have an equal or even greater indirect effect. intellectual determinants journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 25 the intellectual determines one’s personality, which was succeeded to bring evidence that intellectual determinants are far too important to be ignored in understanding a personality. emotional determinants the emotional determining personality. in fact, research studies in this area have been reviewed to show how other emotions affect personal and social adjustments. social determinants a personality is also shaped by the social environment in which she or he engages. studies of the influence of social expectations. early social experiences both within and outside the home, social deprivation, social acceptance. aspirations and achievements determinants both aspirations and achievements are really important aspect in personality development. if his aspirations are low, he may look with pride upon what others judge a failure. in other words, aspirations influence the person’s interpretation of his achievements as successes or failure. (hurlock, 1974: 142). sex determinants sex as a personality determinant and placed it in the spotlight of scientific attention. later mead emphasized that acceptance or rejection of the culturally approved sex role affects person’s personal and social adjustments. there are also some studies approve that sex determinants have substantiated the facts on which these theories were based(hurlock,1974: 142). educational determinants in view of the amount of time young people spend in school and college and the emphasis placed on academic success or failure as a determinant of future life patterns since the school is secondary only to go home as an influence on how the person evaluates himself. family determinants a that family determinants are actually more important than the theories suggested and that many other areas of family life besides those stressed in the theories are crucial (hurlock, 1974: 142). previous related study sugiyanto 2003 with the title kajian psikoanalisis novel naricissus and goldmond, karya herman hesse, journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 26 from surabaya state university. here discuss about 1. what are the psychological aspect of the character goldmond and narcissus 2. what is significance of psychoanalysis aspect in goldmond`s life 3. what is significance of the psychoanalysis aspect in narcissus`s life 4. how both characters solve of their psychological problem. the other study is”pencarian jati diri (self discovery) milkman dalam song of solomon karya toni marrison.” this study is using characterization intrinsic theory. its includes contemplation, journey, maturity, motivation, and self. discovery that implemented to milkman`s self and how to find his true self. it is written by lambang erwanto suryarjid, 2008, from surabaya state university. research design the research design used in this study is qualitative descriptive design in which the data were provided in form of written text and concepts. according to biklen (1992: 20) qualitative descriptive research, the data being collected are in form of words or picture rather than number. in qualitative researcher, the researcher tends to analysis the data inductively. they do not search out data or evident to prove or disprove hypothesis they use before entering study. technique of data collection in this study, i use two types of collecting data techniques; they are close reading technique and documentation technique. documentation is used especially for library documentation studies. sunarto (2001: 155) states that there are many forms of documents/write notes, such as biography, autobiography, daily note, letter, picture, and literary works that have correlation to the topics which are studied. data reduction the only source of this study is the novel. thus, other publications such as book, article, essay, or other only used as reference for this study. however, not all text in the novel taken as data, but only relevant parts to the focus of this study. by this journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 27 criterion, reseracher can limit the size of data in the novel. data analysis to display relevant data, researcher used codes to any occurrence of relevant data in the novel: family determinant, physical determinant, intellectual determinant, emotional determinan, social determinant, aspiration and achievement determinant, sex determinants, educational determinant, educational determinant, and family determinana. analysis and finding the life journey of veronika veronika is a young beautiful woman from ljubljana, slovenia, one of the five republics into which the former yugoslavia had been divided. she was twenty-four years old, grew up when slovenia was in conflict. she had talent to play the piano, and was fully supported by her teacher to become a professional pianist since twelve years old. she had won competition at school many times. before her goal was reached, she gave up preceding her great talent to become a great pianist as her mom asked her to continue her study in college of law and not too far with piano. she followed whole commands of her mother, though she was not interested to study at law school. finally she graduated from university and got a good degree, unfortunately she was not becoming a lawyer, but rather becoming librarian in convent. she had her life as normal as the other, beside her family loved her so much and men who could make her enjoy but not growing any serious relation. she did not live with her parents, but lived in a rented house with many nuns. she usually got up early in the morning then leaving for a job, having lunch on the same bench in the park opposite the theater, along with other people, then went home in the evening. on the way home, before arriving at home, she dropped for a while in the same bars, visited her boyfriend’s apartment then went home. those routine activities made her soul becoming empty and hollow journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 28 to live any longer. the story began when she committed suicide by swallowing some sleeping pills. she had been trying to get hold of the pills for nearly six months, she was prepared to do all she could so that her death would cause as little upset as possible. in fact, death did not come when she wanted. she was still alive and lived in mental hospital. after swallowing the pills, she started to feel hatred for the person she loved most in the world. she also hated the library within the pile of books full of explanation about life. but mainly she hated the way she had lived her life. she was never bothering herself to discover the hundreds of other veronika who lived inside her, finding other ‘veronika’ who might be interesting, crazy, curious, brave, and bold. when she was living in mental hospital – called villete, she rejected her mother to see her and felt pressured to wait the death. her presence there affected all of the mental hospital`s patients. the other patients such as zedka –who has clinical depression, the oldest madwoman – who always gave her spirit, attention, and suggestion, mari – who suffered from panic attack, and eduard – who has schizophrenia and with whom veronika felt in love. she had given a lot of attention to eduard gave everything he wanted, with their relationship they began to give trust, love, and understanding to each other. those made them getting normal. they escaped from villete without permission dr igor, the head doctor in the place. the ego states of veronika veronika – zedka zeda was the first patient who veronika met in villete. she was not really insane like the other patient there. she suffered by the lack of particular chemical in her body. zedka was the one who made contact between them, by asking interesting question about the meaning of being crazy. in the beginning of interaction, veronika behaved as an adult that curious to her new place. (39) veronika:”i don’t know what it means to be crazy” whispered veronika. “but, i’m not. i’m just failed suicide.” zedka:“anyone who lives to her own world is crazy. like schizophrenia, psychopath, maniac. i mean people who are different from others.” veronika: “like you.” zedka: “on the other hand.” zedka continued, pretending not to have hear the remark, “you have einstein, saying that there was no time or space, just a combination of journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 29 the two. or columbus, insisting that on the other side of the world lay not an abyss but continent. or edmund hillary, convinced that man could reach the top of everest. or the beatles, who created an entirely different sort of music and dress like people from another time. those people and thousands of others all lived on their own world.”(coelho.2006: 35)adult to child in conversation between veronika and zedka above, the researcher sees that while veronika tried to act as an adult, by showing her curiosity, zedka behaved also behaved in the same ego position. the conversation also shows us that veronika was interested to know a story from zedka who had whispered her one night in the ward with a question about whether she knows meant to be crazy. when they met again, veronika started conversation, since she was still curious to the question. she wanted to know what came to be the answer for the question. to be curious is one the characteristics of being adult in egostate analysis. veronika mari mari was the other woman who veronika met in villete. she was suffered from panic depression that made her lost her family. before getting treated in villete, mari had a great job as a lawyer and happy family that she loved so much. mari played important role toward veronika during her treatment, as she always gave veronika many opinions to consider. she acted as a mom for veronika and eduard, and socialized with many patients in the mental asylum. she had weekly permit to walk out to city, for having a nuance of normal environment. she was the one who eduard talked to in villete, before the coming of veronika. next lines were transactions between veronika and mari and a session with other member of fraternity, a group of patient who always assembled to discuss many things. (41) the member of the group stood up, veronika didn’t know what to do. mari: “you got up too.” said mari, grabbing her hand. “we’ve go a five minutes break.” veronika: “i will leave. i don’t want to be in the way.” mari led her to one corner. mari: “haven’t you learnt anything, not even with the approach of death. stop thinking all the time that you are in the way, that you are bothering the person next to you. if people don’t like it, they can complain. and if they don’t have the courage to complain, that’s their problem.” veronika: “that day, when i came over to you. i was doing something i’d never dare to do before.” mari: “and you allow yourself to be cowed by a joke made by lunatics. why didn’t you just stick to your guns? what did you have to lose?” veronika: “my dignity, by being i won’t welcome.”(coelho, 2006: 9899). child to parent based on the lines above, the researcher concludes that mari journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 30 appeared to show her as a parent by showing her control over veronika and told veronika what she must think and must not to think or react. on the other hand veronika behaved like a little girl who was showing her obedience to her parent. when she met a woman who could control her, veronika reacted just like she was facing her mother who always gave and treated her like a little girl. by this sense, we can see veronika still missed the figure of mother who worked hard just to make her happy and got a better life. mari reacted just the way veronika wanted to see her, a mother to share with and to care her. veronika – dr. igor dr. igor was the major of villete and was an expert of psychotherapy for those who needed help. he had high awareness of developing a cure of mental sickness. he was the one who knew the condition of veronika and designed a special treatment to prove his thesis of curing people with too much vetriol in their body. vetriol encourages people becoming unstable and wanting to die. since veronika came to villete, dr. igor rarely made contact with veronika but always monitored veronika’s status through nurses. he decided to conduct experiment to veronika, by making her believed that she was going to die soon, just the way she wished before. dr. igor believed that by putting someone, who had committed suicide, in situation where she/he thinks death is getting closer in days, people will resetting their views of life and death. people will be afraid of dead and unmanageable to attempt another suicide. since treated as someone who had mental depression in the asylum, veronika became suspicious to anyone who she believed as functionary in villete. once dr. igor came to visit her for the first time she directly indicted dr. igor to answer her question, impressing insistent. (43) veronika: “how long i’ve been here?” she asked, noticing that she spoke with some difficulty, slurring her words slightly. dr. igor: “you’ve been in this ward for two weeks, after five days spent in the intensive care unit,” replied the older man. “and just be grateful that you’re still here”(coelho, 2006: 26). based on the conversation, veronika expressed her adult ego-state by questioning something that she deserved to know. she wanted anyone that really in charged to situation that she had to face to give her explanation, and she considered the man who she talked to at that time, though she was still unable to see clearly on the face or any object in the ward. meanwhile, dr. igor tried to give information more than what veronika had questioned. she emphasized how veronika almost died and had to stay for five days in special unit for one who have serious condition. in this part, dr. igor acted as professional or adult mental state. veronika – eduard when they ran out from villete, one night that they believed as the last night veronika would stay alive. they journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 31 went to a restaurant that not far from villete to pass the time. veronika and eduard talked to each other as normal people usually did. they chatted and teased to each other, and people would not think they came from a mental hospital. they had wine in the restaurant and started to talk about veronika’s grandmother. the interaction between them displayed close intimacy, as if they done this regularly. (50) eduard: “i like that story about the snake”, he said, filling her glass for the time. “but your grandmother was too old to be able to interpret the story correctly.” veronika: “have a little respect for my grandmother, please!” roared veronika drunkenly, making everyone in the restaurant turn around. eduard: “a toast to this young woman’s grandmother!” said eduard, jumping to his feet. “a toast to the grandmother of this madwoman sitting to here before me, who is doubtless some escapee from villete!” people turned their attention back to their food, pretending that nothing was happening. veronika: “a toast to my grandmother!” insisted veronika. , (coelho, 2006: 200). when we see the lines of transactions above, we can see how veronika behaved like an indulgent young woman, or bit childish. she was so attached to eduard. she showed that when she asked eduard to be honor to her grandmother, while eduard was teasing her. according to that situation, the researcher claims that veronika removed her ego-state from adult to child. she wanted to be spoiled by eduard, the man whom she felt in love to. in the last line, veronika showed that she insisted only toasting to her grandmother, which was suited to child behavior. as they made too much noise in the restaurant, the owner of the restaurant pleased veronika and eduard to leave the restaurant, and they would not pay anything for the wine they had drunk. after leaving the restaurant, they went the city park and continued chatting, with more intimacy. in the place, veronika came to asking a last request to eduard after kissing him for quite long. the way she requested her wish to eduard to picture her face in his mind convinces us veronika was in her child ego-state. she asked eduard to swear on her that one day she would do a painting about her face and would go on with his talent in painting. to see this, we can see from the following quotation: (51)veronika: “look at my face,” she said. “remember it with the eyes of your soul, so that you can reproduce it one day. if you like that can be your starting point, but you must go back to painting. that is my last request. do you believe in god?” eduard: “i do.” veronika: “than you must swear by the god you believe in that you will paint me.” eduard: “i swear.” journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 32 veronika: “and that after painting me, you will go on painting.” eduard: “i don’t know if i can swear that.” veronika: “you can. and thank you for giving meaning to my life….” (coelho, 2006: 203). conclusion based on the focus of the present study, the researcher concludes: personality determinants of veronika. there were eight factors that encouraged veronika’s personality in her life; physical determinats, family determinats, sex determinants, aspiration and achievement determinants, social determinats, educational determinats, emotional determinants, and intelectual determinants. the findings in this study emphasize that family determinats seems to be dominan, and the ego-state: parent, adult, and child. every human has ego-state, ecah egostate contains three ego positions, such as parent, adult, and child system. those three are working inside the human body. veronika`s ego sometime emerges as parent ego position, adult ego position, and also child ego position when was staying in mental hospital. suggestion based on the research findings of this study, the researcher recommends suggestions. to the lecture, teacher, and next researcher in order, this result of this expected to be able to help the reader or the next researcher take into consideration in applying this theory related to the title. understanding the physiology ego-state, and personality determinant theory can encourage in applying this theory in his or her thesis as reference or additional know who take part in this title or in other literary works. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 33 references atmazuki. (1990). kajian sastra (teori dan terapan). padang: angkasa raya publisher. bogdan, robert., & taylor, steven j. (1975). introduction of qualitative research methode. new york, brisbane toronto, singapore: john wiley & sons. bogdan, c., & biklen, kznopp. (1982). qualitative research for education: an introductionto theory and method. bosto: allyn & bacon. bogdan. c., & knopp. (1992). qualitative research for education. boston: advisor of sinn and schuster. inc. coelho, paulo. (1998). veronica decides to die. new york: harper collins publishers. denzin, n. k. (1978). the research act: a theoretical introduction to sociological methods (2nd ed.). new york: mcgraw-hill. denzin, n. k., & licoln, y. s. (1994). handbook of qualitative research. thousand oaks, ca: sage. hurlock, elizabet. b. (1979). personality development. new delhi: tata micgraw. kerlinger, fred n. (1927). foundation of behavioral research. new york: holt rinehart and winston krippendorf, klauss. (1993). analisis isi pengantar teori dan metodology. jakarta: raja grafindo persada. little, graham. (1996). approach to literature. an introduction to critical study of content and methods in writing. sidney: science press. luxemburg, jan van. (1989). pengantar ilmu sastra. jakarta: p.t. gramedia pustaka utama. paulo de blot, sj. (2009). mengenal diri sebagai orang indonesia. yogyakarta: kanisus. sunarto. (2001). metode penelitian ilmu sosial dan pendidikan. surabaya: unesa university press whitehead, n.a. (1996). jati diri manusia berdasar filsaf organisme. yogyakarta: kanisius. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2352 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.51-60 51 the effectiveness of memories and draw towards students’ motivation in reading comprehension m. asrul hasby 1) , taufik iswara 2) fpbs ikip mataram asrulhasby@ikipmataram.ac.id 1) , taufikiswara@gmail.com 2) abstract this research was aimed to find out “the effectiveness of memories and draw towards students‟ motivation in reading comprehension”. the research was experimental research in form of quasi-experimental and the design that was used was the non-equivalent control group design. the population of this research was the second grade students of smp alashriyah sesela which consisted of two classes. the samples were viii a as experimental class, and viii b as control class where experimental class was treated by using memories and draw, and control class was treated by using matching picture. the data was analyzed using descriptive statistic (mean score, median, mode, and standard deviation). the researcher found that the motivation of the second grade students in reading comprehension effective by using memories and draw technique by the increase of mean score of experimental class that is 50.2 in the pre-test and 73.6 in the posttest. the result of the research was significant because the t-test also showed that memories and draw method effective to improve students‟ motivation in reading comprehension especially in reading descriptive text, because the value of t-test = 2.705 > t-table = 1, 697. it means that memories and draw towards students‟ motivation in reading comprehension at second grade of smp al-asriyahsesela was accepted. therefore, using memories and draw has effective on the students‟ motivation in reading comprehension, so it is recommended to the teachers to use memories and draw to improve their students‟ motivation in reading comprehension. keywords: memories and draw, motivation, reading comprehension introduction learning english is important for the students because it is an international language. by considering the important of english, indonesian government put english as compulsory subject matter. there are four core skills in english, namely; listening, speaking, writing, and reading. those skills should be mastered by the students especially, in mastering reading skill. according to johnson (2008: 3) “reading is the practice of using text to create meaning. the two key words here are creating and meaning. if there is no meaning being created, there is no reading taking place”. in order to get the intended meaning from the text, a reader has to comprehend what they have read during the process, a reader combines their language skills and background knowledge of the word to understand the meaning. this process involved feelings as well as knowledge and experience. students need to understand how texts work and what they did when they read, and they must be able to monitor their own comprehension. therefore, spangler (2000: 15) in order to become mature and effective reader that can understand and grasp the mailto:asrulhasby@ikipmataram.ac.id mailto:taufikiswara@gmail.com2 52 reading content, students must have the skill and the will. the will to read, or later will be mentioned as motivation, will influence students interest in reading, whether they will engage and engross in their reading. motivation, as a subjective factor, always affects students‟ learning behavior. spolsky, an american linguist mentioned motivation as the combination of effort plus desire to achieve the goal of learning, plus favorable attitudes towards learning the language, could make a successful achievement in language learning. lacking in desire or favorable attitudes, namely lacking in motivation, is one of the most important factors that progress in reading class. the problems about students‟ motivation to read are also faced by the second grade of the students of smp alahsriyah sesela. the researcher found out that some of the students were not “in love” in books so that they felt difficult to read. they have difficulties to understand what the english text about moreover to understand the content of reading material such as find out the topic, main idea, and answer the question that related with the text. the student also less participation in learning process because most of them have low motivation in learning especially in english subject. those are caused when the teaching-learning process the teacher just conveyed the english material and the end of the lesson the teacher gives the assignment to the students. it making students to be passive, bored and not enjoys the lesson moreover to interest and motivated them in learning english. the teacher still does not realize that using methods and technique in teaching english is very important thing to be paid attention. the availability methods in teaching reading comprehension will create the learning atmosphere as enjoyable as possible in order the process of transferring english knowledge and skill will be easier and more interesting in the classroom. such as: technique, media, approaches, and games, here the researcher decided to take memories and draw because this game is cooperative learning game as an effective instructional game, it also a successful way to enhance social and academic development among students. cooperative learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. the memories and draw game to gives the students chance to share their ideas, arguments, and information to other groups. thus, it is assumed that the application of learning memories and draw able to make the learning environment becomes more active, participatory, conducive and fun. this is because the students are also given opportunity to discuss actively in discussing the material, in this case mainly discussed about texts, digging each other and then share the information about what they get. so that, learners will gain an understanding about reading comprehension but focused on descriptive text. memories and draw is type of cooperative selected in this study because through the learning model able to increase the activity of students and make learning more fun. students are taught skills especially to be able to work well within a group such as being an active listener, 53 provide an explanation to the good friends, discuss, and so on. cooperative learning arranged in an effort to increase student participation, facilitating students to experience leadership attitudes and make decisions in groups, as well as provides the opportunity for students to interact and learn together students of different backgrounds. as any other study, the problem study was absolutely necessary to be answered. the problem dealing with this study: to what extent is using memories and draw effective toward students‟ motivation in reading comprehension? the significance of study are theoretically and practically. (1) practically significant. (a) for the students: this study will be able to help students easier to comprehend descriptive text and able to answer the question of descriptive text that related with the text. (b) for the teacher: practical significant as input to the english teachers in order to apply the memories and drew especially to overcome the students‟ problems in teaching reading descriptive text. (2) theoretically: (a) for the students: the result of this study is expected to give the students the theoretical information of the effectiveness of memories and draw in learning reading descriptive. (b) for the teacher: the result of this study as input and information for the teacher how to use memories and draw in teaching and learning process to make students more interest in learning reading descriptive text. review of literature reading according to jhonson (2008: 3), reading is the practice of using text to create, meaning. the two key words here are creating and meaning. reading is certainly an important activity for expanding knowledge of a language. thus reading and writing reinforce each other and consolidate the aural-oral learning. the teaching speaking, provides for greater variety of classroom activity for both teacher and students than a purely auraloral programmed. reading habits not only help the student to get knowledge and wisdom from the cultural of heritage but are also very helpful in passing for leisure period. leisure hours are not only, during the active period of life but also, more significantly, during the period when man has retired from active life. reading is a source of joys. good reading is that which keeps students regular in reading which provides him both pleasure and profit. according to gee (1999) in richardson et al. (2009: 431) encourages teachers to remember that reading is the best way to become a good reader. based on the statement above, reading is active process that requires a great deal of practice and skill. it can be concluded that reading is an active process of guessing, and a complex interaction between the text and the reader, which is shaped by the reader‟s prior knowledge, experience, attitude, and language community. based on the explanation above, reading is an act of reading something or a particular way in which the students understand a book. after the students reading a book, the students can know the main idea of the text. indicators of reading : (a) finding general idea, the general idea is the general subject of a written passage. general idea in a piece of writing is the point the author is making about a topic. in 54 this case, the reader must provide the general idea by considering all of the support the examples, details, facts, and discussion about the topic provided by the writer. the general idea will be a general statement which incorporates the information presented by all of the sentences in the paragraph. (b) finding main idea. main ideas help readers remember the important information. the main idea of paragraph tells the topic of the paragraph. the topic tells what all or most of the sentences are about. (c) finding detail informationthere are some techniques to find detail information. the technique that chooses will depend on the purpose for reading. many people consider skimming and scanning search techniques rather than reading strategies. however, when reading large volumes of information, they may be more practical than reading. for example, they might be searching for specific information, looking for clues, or reviewing information. (d) finding explicit information. during the act of reading found the explicit information on the text. explicit information its‟ mean the information that expresses on the text. it can be found directly when the reader read the text. (e) finding implicit information. in the process of reading is not only to obtain explicit information but also implicit information. the implicit information is not expressed in a passage. to find the implicit information hoe the reader should be able to read all of information and analyze the information implied by the information obtained. (f) identifying word references textual reference allows the reader to establish the relationships which exist between two linguistic expressions in a sentence or text, certain expression does not have meaning out of the immediate context, they refer to some other words or phrases in text. writer‟s uses reference to avoid repetition. (g) finding specific information the technique scanning or looking for specific information is very useful when you know exactly what you are looking for in a text. since you have very specific goals in mind, when read, only read the relevant parts and ignore the irrelevant part. (h) making inference. inference is just a big word that means conclusion or judgment. there are some forms of making inferences, for example, infer the meaning of an unknown word from context and propositional informational inferences, answering questions beginning with who, when and what. motivation according to harmer (2001: 98) “motivation is some kind of internal drive which pushes someone to do things in order to achieve something.” according to williams and burden (1997: 120) in harmer (2001: 51) suggest that motivation is a state of cognitive arousal which provokes a decision to act, as a result of which there is sustained intellectual or physical effort so that the person can achieve some previously set goal. they go on to point out that the strength of that motivation will depend on how much value that the individual places on the outcome he or she wishes to achieve. motivational deficits can prevent people from seizing opportunities that would enable them to lead fulfilling lives. the deficits can interfere with people‟s work productivity and their satisfaction with life. they can cause people to seek alternative but self 55 defeating was to obtain satisfaction, such as through alcohol or other drug abuse. motivation has been defined as the process of initiating, directing, and sustaining behavior. motivation is viewed as a drive toward competence that is sustained and augmented by the feelings of efficacy that accompany competent interaction with the environment (connell & ryan, 1984) in richardson et al. (2009: 401). motivation is a complex psychological construct influenced by environmental and conscious or subconscious personal factors, acting individually or in combination. these factors include challenge, competition, compliance, curiosity, grades, importance, interest, recognition by others, self efficacy, social reasons, and work avoidance (baker & wigfield, 1999; watkins & coffey, 2004) in wood & blanton (2009: 56). according to discroll (1994 in saputra 2016: 18), there are indicators of motivation. (a) attention. gaining and maintain attention follows many of the same principles as discussed in providing a stimulating learning environment and coursing curiosity. often is easy to gain attention at beginning of a lesson. sustaining the attention is a challenge. provide variety in presentation through media, demonstration, and small group discussion or whole class debates. likewise, printed can be varied though different type sizes of fronts or the inclusion of diagrams of picture. (b) relevance. helping students fine relevance while learning can be daunting task for some subjects. linking what is being taught to something that is familiar and relevant to the student helps in the motivation of that student. motivation amounts the persuasion for knowledge based subject that provide the basis for learning future concepts. often assurances are given that the student will eventually see the relevance of what they are learning. (c) confidence. confidence and selfefficacy are closely aligned. three strategies for developing confidence are outlined by discroll (1994 in saputra 2016: 19). (1) create a positive expectation for success by making it clear just what is expected of students. break complex goal into smaller chunks. it is easier to eat an elephant you do it in small chunks. (2) provide success opportunities for students. learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own. (3) provides learners with a reasonable degree of control over their own learning. help them to recognize that learning is direct consequence of their own effort. (d) satisfactionsatisfaction can be enhanced in a learner by celebrating success. we fall to realize the impact of this on learners. publicly celebrating a success provides reinforcement for the learners receiving the acknowledgment. praise is often overlooked as a strong motivator for learners. in a classroom setting is the important to fine something to celebrate with all students. memories and draw memories and draw is a kind of games that make students more active in reading and they can collaborate with his friend to solve the problem. according to wright (2006:91) “memorise and draw is skimming and description of an image, scanning it for detail, then memorizing it in order to draw the most accurate replica possible”.procedure: (a) divide the class 56 into groups of about four learners. (b) invite the learners to leave their desks and read the description posted on the wall, skimming at first, for the general idea, then scanning for detail and memorizing the essential points of the description. (c) ask the learners to return to their desks and draw a picture of what has been described. (d) let them return to re-read the description as often as they need. (e) display all the pictures and discuss which relate well to the text and which less well. (f) finally, show picture or map upon which the description was based. ask the learners whose picture or map is the most accurate replica. research method research design according to kothari (2004: 3), there are two basic approaches to research, quantitative approach, and the qualitative approach. the research design used in this study was quantitative approach. quantitative approach is based on the measurement of quantity or amount. it is applicable to phenomena that can be expressed in terms of quantity. in this study, the researcher used experimental research. in kothari (2004: 5) “experimental research is characterized by much greater control over the research environment and in this case some variables are manipulated to observe their effect on the variables”. this study was an experimental with quasi-experimental (non-equivalent control design) in order to examine the effectiveness of memories and draw towards students‟ motivation in reading comprehension. the researcher divided two groups of sample and treated differently. the first group as an experimental group was treated by using memories and draw meanwhile the second group as a control group was treated by using matching picture (the previously teacher method). based on two groups, the researcher used pre-test and post-test, where the researcher gave pre-test to the students to find out the ability of the student before the treatment, and then the researcher gave the treatment to the students. population, sample, and sampling technique according to arikunto (1993: 130) said that population is the whole subject of the research. another idea was mentioned by sudjana (1984:5) he said that population is totally of all possible values, the result of calculation for certain characteristic regarding a set of complex and clear objects to be studied.so, the population is total number of subjects that should be observed in this research. in this research, the population consisted of the second grade students of smp al-asriyahsesela in academic year 2018/2019. the second grade was divided into two classes. then, the total numbers of the second grade students were 35 participants. according to arikunto (1993: 31) sample is small proportion of a population selected for observation and analysis. from the statement above the writer can conclude that the sample the large numbers that is population and the group that is investigate is sample. in this research, the samples were taken by using cluster random sampling. in doing the research, researcher got two classes as the sample, class viii-a consist of 20 students as a experimental class and viii-b consist of 15 students as a control calls. 57 to determine the sample of this study, the researcher used sampling technique. according to sugiyono (2011: 81) sampling technique is technique to choose the sample. based on the explanation previously, the researcher used purposive sampling. in sugiyono (2011: 84) purposive sampling is sampling technique with the consideration something. the researcher took viiia and viiib as a sample where viiia became an experimental group that consisted of 20 students and viiib became a control group that consisted of 15 students. research instrument in this study the instrument that the researcher will use are : (1) reading test. in this research, the researcher used a kind of instrument to collect the data with reading test. reading test used to know the effectiveness of memories and draw towards students‟ motivation in reading comprehension, the researcher gave the objective test multiple choices that consisted of 20 items. (2) questionnaire. the instrument for motivation is questionnaire. questionnaire is important to know student‟s motivation in learning reading. the questionnaire consists of 20 statements with five alternatives of answer; (a) strongly agrees, (b) agrees, (c) undecided, (d) disagrees (e) strongly disagrees. techniques of data collection according sugiyono (2011: 137) “techniques of data collection is one of category concerning the ways in which data is collected, can be done in a several of settings, in various sources and in various ways”. technique of data collection is one of category to find out data with statistic, this study; data means all of information that is directly gathered from the subject. the technique of data collection that the researcher was used; (1) pre-test was the first step to collect the data. at the first meeting, the researcher gave the same pre-test to both of group (experimental group and control group) as the sample of study. pre-test was given before having treatment. the aimed of giving pre-test was to know the ability of the students in reading before given treatment. (2) post-test was the second step to collected data in this study. this step was conducted after given the treatment. this test was given to find out the result of the students‟ reading comprehension after treated by using different method. before the researcher gave the students post-test, the researcher gave treatment to the experimental class used memories and draw with the activities worked in small group. after the students are given the treatment, the researcher gave posttest to the experimental class and control class. the test was similar to the pre-test, but different redaction. (3) questionnaire. in this study, questionnaire was given to the students after the post-test to know the responses of students‟ self-esteem after they were touch by using team games tournament in reading comprehension. the researcher was used questionnaire in the form of likert scale to measure students‟ motivation. techniques of data analysis in this research, the technique of data analysis divided into descriptive statistic, questionnaire, and inferential statistics to calculate all of data. in descriptive statistics consisted mean, mode, median, and standard deviation. meanwhile, inferential statistics is the one used to analyze the data with the purpose of 58 conclusion or generalization the result of analysis for the population. this step was to know result of hypothesis if accepted or rejected. in this study, the researcher used t-test to compute the data which is the interval and derived from two samples. if the result of or t-test > t-table, the alternative hypothesis is accepted but if the result of t-test < t-table then the null hypothesis is rejected. finding and discussion research finding the data obtained from result of post-test both groups (experimental and control). the post-test accomplished to the both groups after the instruction of the material finished. by having the post-test to the students at the end of instrument and get further explanation, the researcher known how the comparison between experimental and control. after obtaining the score from both groups, the researcher tried to find out the descriptive statistics for reading test of the pre-test and post-test. after getting the score of the both groups, the researcher computed result of data of experimental group and control group. the maximal score in reading test for experimental group before the researcher gave the treatment of memories and draw were 60 and the students got the score after the researcher applying the treatment the maximum score of the students was 80 point. the mean score of pretest (before treatment) for experimental group were 50,2 and after the treatment, the mean score became 73,6. while for control group the maximum of score reading for pre-test were 50 and post-test were 70. the mean score of pretest (before treatment) for control group was 43,4 and after treatment, the mean score was 62,8. after the researcher showed reading scores the researcher continued to find out score of questionnaire. it is showed the maximal score of questionnaire for experimental group was 90 and the students got score of control the maximum score the students got 83. the minimal score of experimental was 47 and control was 47. mean score of experimental was 77,25 and mean score of control was 67. based on the computation, it concluded that the mean scores of experimental group was higher than the mean scores of control group (77,25 > 67). discussion there was only one statement of the problem proposed as follows: “to find out the effectiveness memories and draw towards students motivation in reading comprehension at second grade students of smp al-asriyahsesela”?. this statement of the problems had been answered based on the research result above. according to stephenson and harold (2009: 14) “reading is a part of the way we use language in daily life to gather information, communicate with others and also for enjoyment”. it concluded that reading is an active process of getting new information which is needed by readers. it is an activity to understand the meaning of writing. therefore, in teaching reading the researcher used one of cooperative learning method namely memories and draw. memories and draw is a kind of games that make students more active in reading and they can collaborate with his friend to solve the problem. according to wright (2006: 91) memorise and draw is skimming and description of an image, scanning it for detail, then memorizing it in 59 order to draw the most accurate replica possible. based on previous chapter, it was explained about the comparison between ttest and t-table, if t-test is higher than ttable or t-test equal with t-table, therefore ho is accepted and ha is rejected, but if ttable smaller than t-test, ho is rejected and ha is accepted. based on those resulted, then the small group interaction was effective towards students motivation, it can be inferred that used small group interaction in teaching reading comprehension given many advantaged for students to increase their own ability in improved students motivation. in addition, the students‟ participation in their motivation can be increased by using this technique small group interaction is also an appropriate technique can be used to make students feel comfortable to learn in group. generally, students give many reasons to avoid their chance in learning if teacher asks them to give their idea orally. while using the teaching of type point illustration prefers an explanation from a teacher rather than student activity because the teacher was not given an opportunity to the students to develop their confidence, it made students have low motivation in reading because less active students to convey their ideas. so the resulted of this research that the memories and draw was an effective towards students motivation in reading, because from my research that used memories and draw stated for motivation students, it knows that motivation is kinds of internal drive, pushing someone to do things in order to active something, harmer (2001: 51). it raised after the teacher applied memories and draw than applied type point illustration. it‟s because memories and draw is one of technique learning that focus on the students to establish the students „belief and motivate their self in learning, this proves that the theory is the same as the characteristics of high motivation. based on the result of data analysis, memories and draw was effective in reading comprehension. it was proven that t-test ≥ t-table. when the researcher taught the students in the classroom by using memories and draw, the students were active, enjoyed the teaching-learning process to share. thus, the researcher could be concluded that memories and draw was effective in reading comprehension. it was found that the value of t-test = 2.705 > ttable = 1, 697. it means that memories and draw towards students‟ motivation in reading comprehension at second grade of smp al-asriyahsesela was accepted. conclusion and suggestion based on the statistical analysis, the value of t-table was 1.697 from (df) 20 + 15 – 2 = 33, it was clear that the t-test was higher than t-table. it means that the alternative hypothesis was accepted meaning that memories and draw has effective in towards students‟ motivation in reading comprehension at the second grade students of smp al-asriyahsesela in academic 2018/2019. all of the students who had very strong motivation score. it indicated that the motivation affects to students‟ reading comprehension. there is significance effect using memories and draw to stimulus students motivation because all of 60 the indicators in motivation covered memories and draw. the researcher should give some suggestion related to the finding of the study. the researcher expects that there were beings useful for english teacher, the students, and the researcher. (1) to english teacher. the teacher should be more creative to make students motivation increased in using media or strategy that students do not feel bored in the class. (2) to the students. the students became more confident in their own abilities, and they can motivate themselves to resolve the difficult situation because they have high motivation. (3) to the next researcher, the researcher hoped that other researchers had to find a more effective strategy for making motivation in reading comprehension of students increased, because of memorise and draw that teachers was used only able to control the students only in the class. references ariani, sri & setianingsih, tri. (2018). the effectiveness of using index card match in teaching vocabulary. journal of english language teaching. vol. 2 no. 5. ikip mataram. arikunto, suharsimi. (1993). manajemen penelitian. jakarta: pt. raja grafindo persada. brown, h. douglas. (2004). language assessment principles and classroom practice. new york: addison wesley longman, inc. fathurrahman, imran & aprionoto. (2016). handout of introduction to thesis writing. ikip mataram. guthrie, j. t., & wigfield, a. (2000), engagement and motivation in reading. in m.l. kamil, p.b. mosenthal, p.d. pearson, and r. barr (eds.), handbook of reading research (3rd ed.). new york: longman. harmer, jeremy. (2001). the practice of english teaching. third edition. essex: pearson eduction ltd. johnson, andrew p. (2008). teaching reading and writing: a guidebook for tutoring and remediating students. united states of america: british library cataloguing in publication information available. kothari, c.r. (2004) research methodology: methods and techniques. 2nd edition. new age international publishers, new delhi. spangler, a. (2000). the motivation to read. retrieved on 27th november 2018 from http://www.ci.swt.edu/course/ci5390 peterson/final%20papers/motivation %20to%20. sudjana. (1984). metode statistika. bandung. tarsito. sugiyono. (2011). metode penelitian pendidikan kuantitatif, kualitatif dan r&d. bandung: alfabeta. ________. (2017). statistica untuk penelitian. bandung: alfa beta. suharsimi. (2013). prosedur penelitan suatu tindakan praktik. jakarta: pt. rineka cipta. woolley, g. (2011). reading comprehension: assisting children with learning difficulties. new york. springer dordrecht heidelberg. wright, a., betteridge, d., & buckby, m. (2006). games for language learning (3rd ed., p. 24, 25). new york: cambridge university press. http://www.ci.swt.edu/course/ci5390peterson/final%20papers/motivation%20to http://www.ci.swt.edu/course/ci5390peterson/final%20papers/motivation%20to http://www.ci.swt.edu/course/ci5390peterson/final%20papers/motivation%20to journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 49 the ambiguity of english advertisement dian anik cahyani (1) , aang fatikhul islam (2) (diananik.stkipjb@gmail.com (1) , aang.stkipjb@gmail.com (2) ) stkip pgri jombang, east java abstract this is a qualitative research on applied linguistic which is conducted to find applied semantic theory about ambiguity, a condition where an utterance has two or more interpretations. the writers uses kreidler‟s theory which classifies ambiguities into three kinds; lexical, referential, and syntactic which is devided into two types; surface structure and deep structure. the discussion includes kinds of ambiguity that are found and their interpretations. the data sources is english advertisement and the data is english advertisement utterances in banners, posters, and billboards. the writers collects the datas by taking in a picture, sellecting, and presenting. the next is analysis and conclusion. there are 33 datas that are found, they are twelve banners, eleven posters, and ten billboards. from banners, there are three lexical, no referential, six surface structure, and three deep structure ambiguities. from posters, there is no lexical, one referential, four surface structure, and six deep structure ambiguities. from billboards, there are two lexical, two referential, four surface structure, and two deep structure ambiguities. generally, the ambiguities are dominated by surface and deep structure ambiguity. keywords: ambiguity, banner, poster, billboard introduction in semantic, there is a discussion in it which is also important to know and understand,that is ambiguity. sometimes, language is not easy enough to understand. it is ambiguous for the readers or listeners. according to adisutrisno (2008:59), a proposition is ambiguous when there are two interpretations of meaning. it is a condition when a proposition has two interpretations of meaning. ambiguity can happen in two forms; spoken and written. according to stageberg (1964:111), understanding spoken language is easier than understanding written language. based on stageberg, spoken language is easier to understand than written one. in spoken language, listener can ask directly to the speaker to clarify something that is ambiguous, but it is not in written language. that is why, ambiguity in written is more difficult to understand. based on the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 50 explanation, the writer is interested to make an analysis about ambiguity in written language. to conduct it, the writer chooses english advertisement utterance in banner, poster, and billboard as the object. advertisement is an important sign to understand, because it shows the products description, or at least the workshop type, and people always read and need to understand it before they decide to have a transaction with the shop, but when it consists english utterance and it is ambiguous, the advertisement can be understood into more than one interpretations. people can catch what the advertisement shows differently than what the advertisers mean. that is why, an analysis about ambiguity in english advertisements will have a certain important role in society to help them understanding the interpretations, so they will be more careful in understanding the advertisement before having transaction.in this study the writer want to know about the kinds of ambiguityand the interpretations of english advertisementin banners, posters, and billboards. theoritical background semantics is the study of the meaning of words, phrases and sentences. in semantic analysis, there is always an attempt to focus on what the words conventionally mean, rather than on what an individual speaker might want them to mean on a particular occasion. this approach is concerned with objective or general meaning and avoids trying to account for subjective or local meaning. doing semantics is attempting to spell out what it is we all know when we behave as if we share knowledge of the meaning of a word, a phrase, or a sentence in a language (yule, 2010:112). yule says that semantic is the study about meaning. further, he explains that semantic is more concern on what the words, phrases, or sentences mean, rather than the speakers‟ one with their utterance. semantic has more concentration to the object, not subject. so, the activity is objective, not subjective. having semantic make us explore our knowledge to reach certain meaning of the word, phrases, or sentence that we find. each utterance has meaning. as we know, meaning is the main part of utterance or statement. without meaning, something that we speak or write will be useless. so, meaning is the most important substance in an utterance or statement. actually, there are some utterances or statements that have a little confused meaning. it means, it has double meaning or more. the utterances or statements are ambiguous. and semantic discusses it in the special topic, it is ambiguity. ambiguity ambiguity is the condition whereby any linguistic form has two or more interpretations (kreidler, 2002:298). according to kreidler, journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 51 ambiguity occurs when a linguistic form can be interpreted into two or more meanings. so, when we find a statement and we understand the meaning by our thinking, but in another hand there is another one who understand it in another different way from us, the statement can be an ambiguous one. ambiguity happened in many languages, not only english. as what lyon (1979:396) states that it (ambiguity) is a universally recognized and demonstrable fact that many of the acceptable utterances of english and other languages are ambiguous, they can be interpreted in two or more different ways. the statement shows us that ambiguity can be in many languages. it means, each languages has an occasion to have an ambiguity. so, we can conclude that ambiguity is everywhere. and once, it happened when we can interpret and get two or more meanings from it, because it actually has two or more ones. kinds of ambiguity ambiguity can happen because of several factors. it does not only occur in one way. that is why there are some classifications on how ambiguity is formed. kreidler had written those several types of ambiguity. a. lexical ambiguity when homonyms can occur in the same position in utterances, the result is lexical ambiguity, as in, for example, “i was on my way to the bank.” of course, the ambiguity is not likely to be sustained in a longer discourse. a following utterance, for example, is likely to carry information about depositing or withdrawing money, on the one hand, or, on the other hand, fishing or boating (kreidler, 2002:55). according to kreidler above, lexical ambiguity can happen when the speaker or writer use a homonym, a word which has two or more meanings in the same sound and graph. it can make an ambiguity because it has two or more meanings, so people can interpret it in some ways, of course it just happened when the meanings are appropiate enough to substitude each other. b. referential ambiguity misunderstandings occur when a speaker has one referent in mind for a definite expression like george or the papers, and the addressee is thinking of a different george or some other papers. no doubt we have all experienced, and been troubled by, this kind of problem in reference. we can see other instances of referential ambiguity that are due to the nature of referring expressions, the vagueness that pieces of language necessarily have (kreidler, 2002:151) based on the definition above, we can conclude that ambiguity also can happen because of difference in looking the reference. when one object can be interpreted into two or more references, it will product an ambiguity. simply, when someone says or writes a, some listeners or journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 52 readers think a in the house, but some others may think a in the school, so they can be able to have different references in their mind about one object. further, kreidler (2002:151) shows how referential ambiguity occur with the examples as the following. 1) an indefinite referring expression may be specific or not example : i wanted to buy a newspaper here a newspaper may refer to a specific newspaper or some newspaper, any newspaper? 2) anaphora is unclear because a personal pronoun, he, she, it or they, can be linked to either of two referring expressions example : jack told ralph that a visitor was waiting for him him here may refer to jack or ralph? 3) the pronoun you is used generically or specifically example : if you want to get ahead, you have to work hard. is you the addressee or is this sentence a general platitude? 4) a noun phrase with every can have distributed reference or collected reference example : i‟m buying a drink for everybody here. one drink for all or one drink for each? c. syntactic ambiguity beside two kinds of ambiguities above (lexical and referential), there is another one which is different from them, that is syntactic ambiguity. syntactic ambiguity is devided into two types; surface structure and deep structure. syntactic ambiguity may be in the surface structure of a sentence: words can cluster together in different possible constructions. syntactic ambiguity may also be in the deep structure: one sequence of words may have more than one interpretation, generally because the rules of sentence construction allow ellipsis, the deletion of what is „understood.‟ (kreidler, 2002:169). the explanation from kreidler above tells us that surface structure happened when groups of word in the sentence can be arranged to some different constructions. by being arranged, it can has different meanings. so, the ambiguity depends on the sentence construction only, that is why it can be found in the surface, surface structure. and deep structure shows an ambiguity from its meanings without changing its construction. so, it does not have any relationship with its structure, because the multi interpretations are inner the sentence (deep). further, kreidler (2002:169) classifies both surface structure and deep structure to the more spesific types and explains them by the examples as the following.  surface structure 1) constructions containing the coordinators and and or example: john and mary or pat will go. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 53 ([john] and [mary or pat], or [john and mary] or [pat]? 2) a coordinate head with one modifier example: the only people left were old men and women. ([old men] and [women], or old [men and women]? 3) a head with a coordinate modifier example: your essay should contain four or five hundred words. ([4] or [500], or [400] or [500])? 4) a head with an inner modifier and an outer modifier example: the sick pet was taken to a small animal hospital. ([small] [animal hospital], or [small animal] [hospital])? 5) a complement and modifier or two complements example: joe bought the book for susan. ([bought] [the book for susan], or [bought the book] [for susan]? the tourists objected to the guide that they couldn‟t hear. [objected to] [the guide that they couldn‟t hear], or [objected to the guide] [that they couldn‟t hear])? 6) certain function words, including not, have possible differences in scope example: the tennis courts are open to members only on thursdays. ([members only], or [only on thursdays]? i‟d like to find ten more interesting articles. [ten more] [interesting articles], or [ten] [more interesting articles]? they didn’t leave because they were angry. [didn‟t leave] [because…], or [didn‟t] [leave because…])?  deep structure 1) gerund+object or participle modifying a noun example : overtaking cars on the main road can be dangerous. („overtaking cars is dangerous‟ or „cars overtaking are dangerous‟). 2) adjective+infinitive, tied to subject or to complement example : the chicken is too hot to eat. („too hot to eat anything‟ or „too hot for anybody to eat it‟) 3) ellipsis in comparative constructions example : i like mary better than joan. („better than i like joan‟ or „better than joan likes mary‟) method this is a qualitative research, qualitative research seeks to understand what, how, when, and where of an event or an action in order to establish its meaning, concepts, and definitions, caracteristics, metaphors, symbols, and discriptions (angrosino in latief, journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 54 2013:76). this study is done to find the ambiguous utterances of english advertisement in banners, posters, and billboard and do the analysis on it to understand its interpretations, the possible meanings that the advertisement has. the source of data is english advertisement in banners, posters, and billboards and the data is utterances of english advertisement in banners, posters, and billboards.the writers collects the datas by taking in a pictures, sellecting, and presenting. the next is analysis and conclusion. findings and discussion the datas are classified based on the publication media (banner, poster, and billboard). each data is presented one by one and analyzed directly based on the problem of the research. 1. banner a. data (build something great) the data has an utterance build something great. this advertisement is ambiguous because the word great can be interpreted into more than one meaning. great can mean big (in size) or wonderful (in quality). that is a homonym. so, this is a lexical ambiguity. its interpretations are; the banner states that the product can build something big (in size), or something wonderful (in quaility). b. data (full synthetic lubricant) full synthetic lubricant is the utterance of data. the utterance consists of an inner modifier (synthetic) and an outer modifier (full). full and synthetic at once can be a modifier for lubricant or place full only as a modifier for synthetic lubricant, those will produce different meanings. it is surface structure ambiguity. here are the interpretations; [full][synthetic lubricant], the product is a synthetic lubricant which is full, or [full synthetic][lubricant], it is a lubricant which is synthetic fully. c. data (great fabric with great character) the advertisement is about seat of car. great fabric with great character is its utterance. great has two meanings; large or wonderful. defining great for modifying fabric as large will produce different meaning from wonderful. it has a homonym, so it can be concluded that data has a lexical ambiguity, but it can not be applied for modifying character, because large/big character and wonderful character has similar sense. the interpretations are; the banner advertises the large fabric seats of car which has a great character or good quality, or the wonderful fabric seats of car which has a great character or good quality. d. data (gudo toys) gudo toys, that is the utterance of data. it is a place for buying journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 55 toys (toys store) or for playing toys (toys rent)? this ambiguity is happened because of omiting one or some words in it. this is a deep structure ambiguity. the interpretations are; it is a place for buying toys, or a place to rent toys. e. data (hair beauty and wedding) this is the utterance : hair beauty and wedding. it has a coordinate head (beauty and wedding) with one modifier (hair). positioning hair as a modifier for beauty and wedding will produce different meaning from hair as a modifier for beauty only, not for wedding. that is surface structure ambiguity. the interpretations; [hair][beauty and wedding], it is about hair beauty and hair wedding, the shop may offers a hair beauty service and hair wedding rental or store, or [hair beauty][and wedding], the advertisement is about hair beauty and wedding in general (not hair wedding only), the shop may offers a hair beauty service and wedding preparation service; clothing, decorating, or others. f. data (integrated audio solution) the utterance is integrated audio solution. integrated can be a modifier for audio solution. beside it, integrated audio can be a modifier for solution. it can be happened because this utterance has an inner modifier (audio) and outer modifier (integrated). understanding this character, it can be known that data has a surface structure ambiguity. the interpretations are; [integrated][audio solution], audio solution which is integrated, the workshop has an audio solution that is integrated, or [integrated audio][solution], a solution for integrated audio, so when someone has a problem with his integrated audio, the workshop can solve that problem. g. data (motorcycle tyre and tube) motorcycle tyre and tube. it has a coordinate head (tyre and tube) with one modifier (motorcycle). the ambiguity occurs when motorcycle is arranged as modifier for tyre only in one side, and motorcycle as modifier for tyre and tube in another side. it is a surface structure ambiguity. the interpretations are; [motorcycle][tyre and tube], the workshop provides motorcycle tyre and motorcycle tube, or [motorcycle tyre][and tube], the workshop provides motorcycle tyre and general tube. h. data (printing quality) the data has an ambiguity because the utterance, printing quality, consists of verb ing+complement. itcan be interpreted as journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 56 gerund+complement or participle which modifies a noun. those interpretations produce different meaning each other. this is a character of deep structure ambiguity. the interpretations are; the shop has an ability to print a quality, or the shop has products with high quality which can print good results. i. data (sampoerna retail community). the utterance has an inner modifier (retail) and outer modifier (sampoerna). located sampoerna as modifier for retail community will give different meaning from sampoerna retail as modifier for community. it is a surface structure ambiguity. here are the interpretations; [sampoerna][retail community], a retail community which the name is sampoerna, or [sampoerna retail][community], a community which retails sampoerna products. j. data(spreading happiness all around) spreading happiness all around, that is the data utterance. it consists of verb ing+complement. that structure can be interpreted as gerund+complement or participle which modifies a noun. because of this condition, the data has a deep structure ambiguity. the interpretations; the banner shows that the shop or product is spreading happines to all around, or there is a happiness which spreads to all around. k. data (we make a complete musician) this advertisement is about a music school. this is the utterance, we make a complete musician. the word complete has more than one meaning; perfect or all? this condition causes the data has a lexical ambiguity. the interpretations are; the music school will make someone to become a perfect musicion who can play music perfectly, or make someone to be able to play all of music kinds completely. l. data (x’treme power and protection) the utterance isx’treme power and protection. from the surface structure, we can see that the utterance consists of a coordinate head (power and protection) with one modifier (x’treme). x’treme can be modifier for power andprotection, or x’treme as modifier for power only, not for protection. it is a surface structure ambiguity. the interpretations; [x‟treme][power and protection], the product has x’treme power and x’treme protection, or [x‟treme power][and protection], x’treme power and general or usual protection. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 57 2. poster a. data (connecting people) connecting people, that is the utterance of data. it is about an international celular phone brand. this utterance consists of verb ing+complement which has two interpretations; gerund+complement or participle which modifies a noun. this is a deep structure ambiguity. here is the interpretations; the advertisement tells that the product can connect people among each other, or there are people who connect each other. b. data (experience our innovation) the datahas an utterance, experience our innovation. these are two possible meanings; as an instruction to experience their innovation or an information that experience is their innovation? the ambiguity occures because there is an ellipsis, so it has a deep structure ambiguity. its interpretations; the advertisement wants the readers to experience the shop‟s or product‟s innovation, or just wants to show that experience is the shop‟s or product‟s innovation. c. data (flower and home decoration) the poster has an utterance flower and home decoration. decoration is a head, and flower and home is a coordinate modifier. readers can place flower and home, or home only as modifier for decoration. those ways will produce two different meanings. that is surface structure ambiguity. the interpretations are; [flower] [and home decoration], a shop which sells flower and also sells home decoration, or [flower and home] [decoration], a shop which sells flower decoration and also sells home decoration d. data (made fresh for you) made fresh for you, that is the utterance. actually, it has the word you which shows a referential. it can be ambiguous; you as a spesific person or you as a general platitude. but as a public advertisement, of course that it is not for a spesific person, so it can be sured that it is for general. so, will not be discussed as referential ambiguity. then, its ambiguity is in deep structure. made fresh for you means making customers fresh or making something fresh for customers? that sequence of the words actually have more than one meanings, it is a deep structure ambiguity. the interpretations; the room is very comfortable or the bakeries are very delicious, so everybody who come in it or consume the bakeries will feel fresh, or the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 58 bakeries are very fresh, and it is made for customers. e. data (moslem fashion and accessories) moslem fashion and accessories is the utterance of data. it has a coordinate head (fashion and accessories) with one modifier (moslem). when moslem is placed as modifier for fashion and accessories, it will give different meaning from moslem as modifier for fashion only, not for accessories. it has a surface structure ambiguity. the interpretations; [moslem][fashion and accessories], the shop sells moslem fashions and moslem accessories, or [moslem fashion][and accessories], the shop sells moslem fashions and general accessories, not moslem accessories only. f. data (my bike my experience, what‟s yours?) my bike my experience, what’s yours?, that is the utterance of data. to which does yours refer to; your bike or your experience? because there are two nouns here; bike and experience. looking the case, it can be known that the data has referential ambiguity. the interpretations; the advertiser asks to the readers, if the readers‟ bike are experience as the advertisement?, or the readers‟ experience are bike as the advertisement? g. data (only woman and kids) the poster contains the word only, one of certain words which can produce an ambiguity. only woman and kids. positioning only just for woman will produce a different meaning from positioning only for woman and kids. it can be known that the poster has surface structure ambiguity. the interpretations; [only] [woman and kids], only for woman who is with kids. so, woman without kids will be refused, or [only woman] [and kids], only for woman and only for kids. so, woman and kids are not in one, but apiece h. data (original vcd rental) this is the utterance : original vcd rental. it consists of inner modifier (vcd), and outer modifier (original). original can be a modifier for vcd rental or original vcd is the modifier for rental. from it, it is known that the poster has surface structure ambiguity. the interpretations; [original] [vcd rental], vcd rental in the advertisement is original, or [original vcd] [rental], the poster is about a rental which provides original vcd. i. data (watering gallon is here) watering gallon is here, that is the utterance. verb-ing+noun potentiallyhas an ambiguity; as gerund+complement or participle which modifes a noun? it can be known that the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 59 data has a deep structure ambiguity. the interpretations; it is the shop is a place for filling gallon with water, or the shop sells a gallon which contains water. j. data (we are ready to contact) datashows a computer service advertisement. this is the utterance : we are ready to contact. an adjective which is followed by to+invinitive can be ambiguous in deep structure. so, it has deep structure ambiguity. the interpretations; the shop is ready to contact customers, or ready for being contacted by customers. k. data (we try to serve customers better than others) we try to serve customers better than others, that is the utterance. it is a preference form. preference has a chance to be ambiguous. its ambiguity occurs because there is an omitted phrase in the utterance. this data contains deep structure ambiguity. here is the interpretations; the shop tries to serve the customers better than the shop serve others (buyer), or the shop tries to serve the customers better than others (shop) serve the customers. 3. billboard a. data (baby kids shop) the data utterance is baby kids shop. people can think if it is a shop that sells baby kids or baby kids equipment. the utterance is a squence of words that has more than one meaning because of an ellepsis. it has a deep structure ambiguity. the interpretations; the shop sells baby and kids, or the shop sells baby kids equipment. b. data (coating is beautiful) data has the utterance coating is beautiful. it is ambiguous because the word coating has two meanings; wearing a coat or doing coating (layering). it is homonym, it is a lexical ambiguity. the interpretations; the advertisement tells to the public that wearing a coat is beautiful, or layering is beautiful. c. data (no. 1 in quality and service) this advertisement is about computer shop. here is the utterance, no. 1 in quality and service. its ambiguity happens because the word service has two meanings; serving the customers in transaction or repairing the product for customers? it also has a lexical ambiguity. here is the interpretations; the advertisement shows that the shop is number one in quality and serving the customers in transaction, or the shop is number one in quality and repairing the product for customers. d. data (play your apps with treq) journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 60 play your apps with treq, it is the data utterance. the utterance is ambiguous because it uses a certain word which can product an ambiguity, the word is with. positioning with just for the after noun (treq) will give a different meaning from positioning with together with the before noun (apps) and after noun (treq). this is surface structure ambiguity. the interpretations; [play] [your apps with treq], the advertisement suggests the readers to play their apps which is operated by treq only, not others which are not operated by treq, or [play your apps] [with treq], in order to play (all) their apps by using treq. e. data (ride the perfection) this billboard contains a motorcycle promotion. in it, there is an utterance : ride the perfection. what does it mean? ride (to) the perfection or ride the perfect (motorcycle)? the utterance is ambiguous with the ellipsis. it can be known that the data has deep structure ambiguity. its interpretations; the motorcycle factory as a producer always tries and tries to reach the perfection, or the products (motorcycle) is on progress to go to the more perfection. f. data (sallon and wedding gallery) the data contains this utterances, sallon and wedding gallery. the coordinate modifier is sallon and wedding, and gallery is the head which is modified. it can produce ambiguity because positioning sallon and wedding as modifier for gallery will have different meaning from wedding only as modifier for gallery. that is surface structure ambiguity. the interpretations; [sallon] [and wedding gallery], the shop promotes a sallon and a wedding gallery, or [sallon and wedding] [gallery], a sallon gallery and a wedding gallery. g. data (take a wefie with smartphone andromax c2s) take a wefie with smartphone andromax c2s. the utterance contains the word with which has a possibility to produce an ambiguity. positioning with for the after noun only (smartphone andromax c2s) will give a different meaning from positioning with together with the before noun (wifie) and the after noun (smartphone andromax c2s). that is a surface structure ambiguity. the interpretations; [take][a wefie with smartphone andromax c2s], the advertiser wants to the readers to take a wefie which comes from smartphone andromax, or [take a wefie][with smartphone andromax c2s], take a wefie connection by using smartphone andromax c2s. h. data (the trusted parts shop) journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 61 the trusted parts shop, that is the utterance. the trusted is an outer modifier, while parts is the inner modifier. positioning the trusted parts as modifier for shop will give a different meaning from positioning the trusted as modifier for partss shop. it is surface structure ambiguty. the interpretations; [the trusted] [parts shop], a parts shop which is trusted, or [the trusted parts] [shop], a shop which sells the trusted parts. i. data ( walls fight stains like no other) walls fight stains like no other is the utterance. its ambiguity is in the word other, to which does it refer to? there are two nouns in front of the it, walls or stains? it has a referential ambiguity. the interpretations; the wall which is painted with the product can fight stains like no other wall which is not painted with the product, or other stains in other wall which is not painted with the product. j. data (2 all new beat for everyone) the data contains this utterance; 2 all new beat for everyone.everyone can shows a distributed reference or collected reference. so, its ambiguity is in its referential. it is a refential ambiguity. the interpretations; the factory is presenting two new beats for all people, or suggesting two new beats for each person, the factory wants each person to buy those two new beats. so each person will buy two new kinds of beat at once. conclusion this studywas conducted to find applied semantic theory about ambiguity by using kreidler‟s theory. there are twelve banners, eleven posters, and ten billboards which contain ambiguous english advertisement utterances. after doing analysis and discussion, here are the conclusions: 1. kinds of ambiguity of english advertisement that are found in in banners, posters, and billboards are lexical ambiguity, referential ambiguity, and syntactic ambiguity (surface structure and deep structure). 2. the interpretations of ambiguity of english advertisement that are found in banners, posters, and billboards are; lexical interpretations which contain a homonym, referential interpretations which refer to two references, inner and outer modifier interpretations, coordinate head with one modifier interpretations, coordinate modifier for a head interpretations, certain function words that can produce ambiguity interpretations,verbing+complement interpretations,to+infinitive interpretations, and ellipsis interpretations. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 62 references adisutrisno, wagiman. (2008). semantics introduction to the basic concepts. yogyakarta: andi. cresswell, j. w. (1994). research design qualitative and quantitative approaches. california: sage publications,inc. kreidler, charles w. (2002). introducing english semantics. canada: taylor & francis group. latief, mohammad adnan. (2013). research methods on language learning an introduction (2 nd edi). malang: um press. lyons, john. (1979). semantics 2. new york: cambridge university press. stageberg, norman c. (1964). some structural ambiguities in reading in applied english linguistics. eds. allen.harold, b. usa: meredith. yule, george. (2010). the study of language (4 th edi). new york: cambridge university press. 24 internal modification in requesting used by efl learners by khairunnisa faculty of language teaching and arts (fpbs) ikip mataram speech acts realization of request is distinct for it leaves benefit to the requester but loss to the requestee. thus, politeness is a primary issue in requesting. therefore, internal modification can be used to soften the impact of the request. this paper looks into the internal modification used by efl learners compared to the native speakers. discourse completion tasks (dct) is used to obtain the data. then, the internal modification strategy is analyzed based on trosborg's strategy of request (trosborg, 1994). the research reveals the variety of the internal modification used by efl learners are still limited compared to the native speakers. in this case, some factors are proved to determine the performance of the strategy being used such as proficiency and direct contact with native speakers as well as immersion in the english exposure, e.g length of stay in english speaking country. key word : internal modification, requesting, efl learners introduction speech acts have been broadly studied since first time introduced by austin (1962) and searle (1969). the idea is, in communication, people do not always mean what they say or in the other words, there can be some ways to express one meaning. austin in thomas (1995: 51) defines the term „speech act‟ as an „utterance and the total situation in which the utterance is issued‟. searle (1997: 16) hypothesizes that speaking a language is engaging in a rule-governed form of behavior. thus, searle (ibid: 16) argues that concentrating on speech act simply because all linguistic communication involves linguistic acts. further, searle (ibid: 16) comes to a conclusion that speech acts are the basic minimal unit of linguistic communication. speech act theory by austin, 1962 (in thomas, ibid: 49) acknowledges three acts of utterances, i.e. „locution‟ as the actual words uttered, „illocution‟, as the force or intention behind the words and „perlocution‟ as the effect of illocution on the hearer. recent studies in speech acts have mainly focused on some acts, one of which is request. request is considered interesting due to fact that the desired act leaves the benefit to the requester. therefore, a requester should be very careful in applying the request strategies as politeness is also an indispensable issue. therefore, in addition to the strategies, native speakers of english tend to use internal modification in order to reduce the force. for instance, instead of saying „can you help me?‟, one may say „could you help me, please?‟. in this case, past tense of the modality and politeness marker please is preferred. 25 this paper is claimed as a subdiscussion of the writer‟s masters thesis entitled pragmatic transfer of sasak language request: the case of menak „nobles‟ and non menak „commoners‟ sasak. the focused discussion of this paper aims to reveal the internal modification used by efl learners when performing speech acts of request. review of related literature a. request as speech acts a request is an illocutionary act whereby a speaker (requester) conveys to a hearer (requestee) that the requester wants the requestee to perform an act which is for the benefit of the speaker. (trosborg, 1994: 187). in this regard, edmonson – house in trosborg (ibid) claims that the desired act is to take place postutterance, either in the immediate future (“request now”) or at some later stage (“request then”). therefore, trosborg (ibid) infers that the speech act of a request can be categorized as preevent, in the opposite of, for instance, complaints, which are post-event. according to trosborg (1994: 187 – 188) request may be seen as some particular acts. they are: 1. the request as an impositive act when the requester intends somebody to do a favor for him/her, this is generally at the cost of the requestee. impositive acts have been defined as follows by haverkate: „impositive speech acts are described as speech acts performed by the speaker to influence the intentional behavior of the hearer in order to get the latter to perform, primaly for the benefit of the speaker, the action directly specified or indirectly suggested by the proposition‟. (haverkate in trosborg, ibid: 188) the degree with which the requester intrudes on the requestee, referred as degree of imposition, may vary from small favours to demanding acts. ibid: 188 2. the request as face-threatening act, the request is per definition a face threatening act “as an impositive act (fta), the speaker who makes a request attempts to exercise power or direct control over the intentional behavior of the hearer, and in doing so threatens the requestee‟s negative face (his/her wants to be unimpeded ) by indicating that he/she does not intend to refrain from impeding the requestee‟s freedom action. the requester also runs the risk of losing face him/herself, as the requestee may choose to refuse to comply with his/her wishes”. (trosborg, ibid : 188) 3. the request as distinguished from other impositive speech act what makes request different from other impositive acts, according to trosborg (ibid: 188 – 189) is the idea that the act to be performed is solely in the interest of the speaker and the cost of the hearer. meanwhile, a suggestion is defined as being beneficial to both speaker and hearer. if the act is for the sake of the hearer, it is an example of giving advice or instruction, or a warning. further, trosborg (ibid) suggests that in a threat, the speaker indicates that 26 he/she (or someone else) will instigate sanctions against the hearer unless he/she complies with the speaker‟s wishes. below are the examples of some impositive acts: (1) would you mind cutting the grass. (request) (2) wouldn‟t it be an idea to cut the grass. (suggestion) (3) i think you‟d better cut the grass (before it gets too long). (advice) (4) if you don‟t cut the grass it‟ll get too long. (warning) (5) if you don‟t cut the grass you won‟t get your pocket money. (threat). (ibid: 189) however, the speaker may pretend that the proposed act is for the „common good‟ (or in the interest of the hearer) the speaker may try to reduce the degree of imposition. in this case, the speaker can use strategic devices of presenting his/her own interest as being in the interest of both parties (or for the benefit of the hearer). in the opposite, a speaker may deliver his/her advice, warning, etc., as a request. thus, trosborg (ibid: 189) comes to a conclusion that in the present study, the speech act request which constitutes acts with the illocutionary point of “getting somebody to do something” which is “primarily to the benefit of the speaker” may range in illocutionary force from ordering to begging. (ibid: 189). b. request strategies politeness has been an issue in performing requests. in relation with this, request strategies accommodate politeness as its primary parameter. in this case, blum kulka, house and kasper in kasper (2006), propose three dimensions of request strategies, they are as follows: 1. directness strategy which refer to „the degree to which requestive meaning is in the form of the utterance‟. this strategy applies grammatical mood or performative verb to syntactically format the requests. some formulatic frames are usually applied in order to conventionalize the requestive meaning. for instance, the use of modal verbs that refer to the requestee ability or willingness (can/could you, will/ would you), or expression of requester‟s desire (i want/i‟d like you to) and thereby index felicity conditions for requests (searle in kasper, ibid). „finally, non conventionally indirect requests do not incorporate formal illocutionary force indicating materials. instead, requestive force is recoverable through contextual cues and inferencing heuristics. 2. internal modification, a strategy referring to „lexical and syntactical material by which the force of a request can be intensifies or mitigated, for instance through modal adverbs and particles or specialized politeness markers such as please‟. 3. external modification refers to „actions leading up to or following a request. they may announce an upcoming request, establish preconditions, justify the request, minimize the cost to the requestee, or maximize the benefits to the requester‟. c. internal modification as politeness is an indispensable issue in requests, the above strategies can be modified in order to soften or increase the impact a strategy is likely to have on the requestee (trosborg, 27 ibid: 209). in this case, the term „modality markers‟ is the devises which may be used (house – kasper in trosborg, ibid: 209). according to trosborg (ibid: 209), there are two types of modality markers which against each other. the first one is downgraders, markers that town down the impact an utterance is likely to have on the hearer. the other one is known as upgraders, markers which increase the impact. the detail types of internal modification are revealed below. a. syntactic downgraders syntactic devises can be used to increase politeness in requests. trosborg (ibid: 210) assert that „a sift away from the deictic center of the speakers increases the politeness of the request by downtoning the expectations as to the fulfillment of the request‟. thus, the requester may not lose face easily if receiving a rejection and at the same time, this will ease the requestee to refuse the request. trosborg (ibid: 2010). below are some syntactic downgraders. 1. question: a question is often more polite than a statement. compare (97) can/will you do the cooking tonight? (98) you can/will hand me the paper as brown and levinson (1990: 146) suggest that asking someone to do something leads to the assumption that he/she can and is willing to do it or has not already done it. thus, trosborg (ibid: 210) argues that to question the assumptions may be done through avoiding commitment to them in which in this regards, questioning is a fundamental disarming devise. in the opposite, statements of willingness and ability present the request as not to be compromised. 2. past tense/negation: the inclusion of past tense and/or negation further downtones the expectations to the fulfillment of the request: (99) could you hand me the paper, please (100) can‟t you hand me the paper? (101) couldn‟t you hand me the paper, please? (ibid: 210) 3. conditional clause: the requester can distance his/her request further from reality by adding a conditional clause, e.g. (102). i would like to borrow some of your records if you don‟t mind lending me them. 4. tag question : the requester can appeal to the hearer‟s consent by adding a tag question to a (fairly) direct request, thereby softening the impact considerably, e.g. (103) hand me the paper, will you? (104) answer the phone, wont you? (ibid: 210 211) 5. embedding: the requester can preface his/her request with a clause in which the request is embedded (hence “embedding clause”) conveying his/her attitude to the request, e.g. by expressing tentativeness, expressing hope, delight, thanks, etc., thereby adding an element of enthusiasm to the request. the embedding often occurs in connection with a conditional clause, e.g. a. tentative: (107) i wonder if you would be able to give me a hand. b. appreciative (108) i hope you‟ll be able to give me a hand. c. subjective: a request can be presented as the requester‟s personal opinion, belief, etc. characteristics phrases are i think/believe/imagine, i‟m afraid, in my opinion, as far as i know, etc. 28 (111) i thought that maybe you wouldn‟t mind to give me a hand. (ibid: 211) 6. ing-form: by selecting the continuous aspect, instead of the simple present/past tense, the requester emphasizes the meaning expressed by the embedding clause, e.g. (113) i was wondering if you would give me a hand. (ibid: 2011) 7. modals: a modal verb can be used to convey tentativeness, e.g. (115) i thought that you might let me have one of your lovely decorations. (ibid: 212). b. lexical/phrasal downgraders 1. politeness marker: a signal of politeness can be created by adding, for instance, the marker please. (117) hand me the paper, please. 2. consultative device: consulting the hearer is another way of asking for the hearer‟s consent. ritualized formulae of the kind would you mind, as well as other expression can be used, e.g. (121) do you think you could have the manuscript ready by tomorrow? (ibid: 212) 3. downtoner: a number of modal sentence adverbials and modal particle can be used to downtone the impositive force of the request. typical modifiers are just, simply, perhaps, possibly, rather, etc. e.g. (123) just give me a ring, will you? (ibid: 212). 4. understatement: a way of decreasing the imposition forced on the hearer is to understate or in some way minimize some aspects of the desired act. if the requester asks for very little or for something that is unlikely to be of great cost to the interlocutor, the degree of imposition is decreased and the impact of the requestee has been played down, e.g. (130) would you wait just a second? (ibid: 213) 5. hedge: by hedging the prepositional content the requester can be intentionally vague about certain aspects of the act to be carried out, thereby giving the requestee the opinion of specifying him/herself. adverbials like kind of, sort of, somehow, and so on, more or less, etc. are typical: (133) could you kind of put it off for a while? (ibid: 213) 6. hesitator: by hesitating before uttering a request the requestor can convey to the requestee that he/she has certain qualms about asking him/her about the matter. (136) i er, erm, er – i wonder if you‟d er … (ibid: 213). 7. interpersonal marker: some expressions have as their sole function the role of establishing and maintaining a good and amiable interpersonal relationship. phrases such as you know, you see, i mean, etc referred to as cajolers, help to attract the hearer‟s attention; interest, understanding , etc. and by using appealers, such as right?, okay? etc,. the requester can appeal directly to the hearer‟s consent, e.g. (137) you wouldn‟t mind helping me, i mean, would you? (ibid: 214). c.upgraders upgraders have the opposite function compared with the downgraders. if downgraders are used to tone down the impact an utterance has on the hearer, the upgraders increase such impact on the hearer. typical are adverbial intensifiers modifying part 29 of an utterance, do constructions, sentence modifiers, and lexical intensification. 1. adverbial intensifier: some typical intensifier are: such, so, very, quite, really, etc., terribly, awfully, frightfully, absolutely, etc. (140) you really must come and see me. (ibid: 214) 2. commitment upgraders: the requester can add a sentence modifier that increases his/her commitment towards the proposition. e.g. i‟m sure, i‟m certain, i‟m positive, it‟s obvious, surely, certainly, positively, obviously, unfortunately, etc. (145) you surely wouldn‟t mind helping me. (ibid: 215) 3.lexical intensification: the requester‟s choice of lexical items reveals his/her attitude. he/she can be positive/negative, and in extreme cases swear words may be used. e.g. (147) you‟d be such darling if you helped me just this once. (ibid: 215). upgraders can make the request realization more/less polite according to which elements are upgraded. in (141) and (146) the upgraders add the politeness of the request because the requester expresses positive attitude. conversely, in (142), (145), (148), and (149), the imposition forced on the requestee increases: thus politeness decreases (ibid: 215). method subjects there were fifteen subjects involved in this study. they were purposively selected based on certain criteria in accordance with the research questions of the original thesis. thus, the subjects. the subject of the study is efl learners who all sasaknese along with native speakers. as the data is taken through purposive samplings, the subjects are as follow: 1. menak „noble‟ sasak with high english proficiency. 2. menak „noble‟ saak with medium english proficiency. 3. menak „noble‟ who are studying abroad. 4. non – menak „non – noble‟ who are studying abroad. 5. non – menak „non – noble‟ with high english proficiency. 6. non – menak „non – noble‟ with medium proficiency. 7. native speakers. in this regards, proficiency was measured from toefl score and gpa. investigative instruments two instruments were used namely background survey and discourse completion tasks (dct). background survey was aimed to investigate the first language and proficiency level of the subjects. meanwhile dct as an instrument commonly used for speech acts realizations was defined by kasper and dahl (1991) as written questionnaires which include a number of brief situational descriptions followed by a short dialogue with an empty slot for the speech act under study. subjects were asked to fill in a response that they think fits into the given context in order to identify the internal modification preferred to use. 30 finding and discussion the kinds of internal modifications found in the data are as follows: a. menak 1. lexical/phrasal downgraders (politeness marker) 2. lexical/phrasal downgraders (consultative device) b. non menak 1. lexical/phrasal downgraders (politeness marker) 2. downgraders (past tense) c. abroad 1. downgraders (past tense) 2. lexical/phrase downgraders (consultative device) 3. syntactic downgraders (ing form) d. native 1. lexical/phrasal (consultative device) 2. lexical/phrasal downgraders (politeness marker) 3. embedding (appreciative) 4. downgraders (conditional clause) 5. understatement according to trosborg (1994), politeness is an indispensible issue in requesting. so, politeness also strongly determines whether the request may be won or not. in conjunction with this, internal modification can be used in order to soften or increase the impact of the request strategy being used. even though there are two types of internal modification which can be used, the data reveal that all of the subjects prefer to use downgraders to upgraders. thus, we can assume that all of them try to make their requests strategy sounds softer and politer. nevertheless, the types of downgraders used are very limited, particularly for the efl learners who are the local students. the tables below show downgraders found in everygroup. downgraders used in all groups down grader s me nak „no ble s‟ non mena k „com mone rs‟ ab roa d nat ive spe ake rs t ot al lexica l/phras al downg raders (polite ness marke r) 3 4 4 1 1 2 lexica l/phras al downg raders (consu ltative device ) 2 0 3 8 1 3 down grader s (past tense) x 7 8 x 1 5 syntac tic downg raders (ing form) embe dding (appr eciativ e) x x x x 2 x x 1 2 1 31 down grader s (condi tional clause ) x x x 1 1 under statem ent x x x 1 1 table 1. downgraders used in all groups the table above gives a description of the use of the internal modification strategy performed by all groups of subjects. from this table, we could see that lexical phrasal downgraders namely politeness marker is used by all groups of subjects. according to trosborg (1994), politeness marker function to increase the sense of politeness within the request. however, trosborg (1994) does not talk a lot about the placement of the politeness marker „please‟ and the impact to the request. based on the data, however, it can be identified that there are three placement of politeness marker „please‟ in the request. they are in the beginning, middle, and the end of the request. below is the explanation for each. a. in the beginning the data reveals that politeness marker „please‟ is used by efl learners who are local student and one native speaker. below are some situations providing the use of „please‟ in the beginning of the request. situation 3 bq. h : hi mate, please turn off the music, you may on it again after i finish my assignment this subject does starts her utterances with greeting „hi mate‟, but the strategy she uses is considered as placing „please‟ in the beginning of the request because she places right before the imperative „turn‟. another similar case happens with the following subject under the same condition. a a: please, could you turn low the music. i‟m concentrating on my assignment this subject directly places „please‟ in the beginning of his request. another direct first placement of „please‟ is also performed by one of the native speaker under the following situation. situation 4 kc: please! if you share your sweets with me, i‟ll give you one of my chocolates comparing the placement of „please‟ which is in the beginning of the request from the two situations above, we can actually analyze the similarity between the two. in situation 3, the subjects are asked to performed a request when dealing with annoying condition caused by a stranger. so here, the challenge is clear namely how to keep sounding polite even when the situation is very inconvenient for the requester. as it has been discussed previously that using „please‟ as a lexical/phrasal downgraders is also a politeness strategy in requesting. however, in the case of situation 3, it can be 32 noticed that the request is still low in politeness. the placement of „please‟ in the beginning by both subjects does not significantly soften the request. subject bq. h uses „please‟ to accompany her direct request to the requestee by even adding a condition in which the requestee may turn on the music again. this request is still considered as too direct and inappropriate because it sounds as if the requester had an authority control towards the requestee. in fact, the requester and requestee have equal positions and the communication taking place also conveys the issue of social distance in which in this case, the relationship between the two is as strangers. so, the use of politeness marker „please‟ in this request does not impact the politeness quality of the request itself. meanwhile, subject aa combines politeness marker „please‟ with hearer oriented condition ability „could‟ in order to sound more polite. nevertheless, the use of „please‟ in the very beginning and followed by comma may be interpreted in the opposite way. comma indicated a temporary pause with long and low intonation. in this sample, comma is used to separate the hearer oriented condition strategy from the politeness marker. as the consequence, „please‟ sounds like complaining which is wrapped in the form of begging. in this case, the requester clearly sounds annoyed then she decides to start with „please‟ then followed by requesting to turn low the music. on the other hand, the native speaker subject k c, uses politeness marker „please‟ in the beginning of the request followed by exclamation mark. as it is understood, this mark indicates high tone. because this is a part of situation 4 which is the reply after the request has been rejected, the use of „please‟ in this request may be interpreted as begging to win the rejected request. from the three samples available for the placement of politeness marker „please‟, it can be inferred that the three subjects used „please‟ in the beginning of the request when are faced with an inconvenient situation. the first two subjects are confronted with an annoying stranger and the native speaker in situation 4 should deal with a rejection from her very young little sister. b. in the middle the use of politeness marker „please‟ in the middle of the request strategy is performed by a noble sasak efl learners who is now studying in turkey. below is the data. situation 1.b (to a father) l. f y n: dad, i run out of money. could you please give me some more? situation 3 l. f y n: excuse me. i am so sorry for bothering you this late of night but i am now studying for tomorrow‟s exam, could you please lower down your music volume? from these samples, it can be identified that „please‟ is inserted as a part of the „ability‟ hearer oriented condition. placing politeness marker „please‟ in such away results in smoothening the request and also has successfully function to add the element of politeness in the request. this placement of „please‟ is considerably different from placing it 33 in the beginning. here, such as situation 3, the requester does not pause when uttering „please‟ so it the message of complaining is faded. c. in the end most subjects use politeness marker „please‟ in the end of the request. to some extent, this placement may be considered as conveying positive impression or politeness. below are some descriptions. situation 3 (to a stranger) a f : excuse me brother, could you turn low it please. despite its imperfectness in using pronoun „it‟ without any clear literal referent, this request is still may be claimed as polite. the placement of „please‟ in the end of the request usually has long and down tone. so, there is no pause when uttering the request strategy and this results in smoothening the sense of complaining within the request. another better request under the same situation is performed by a subject who is studying in us. i m : i am sorry, but the music is a bit too loud and am trying to study. would you mind turning it down please? thank you. meanwhile, this order of placement is also used by some subjects under situation 4. below are the samples. situation 4 (to a sister) l. a r s: sis.. give me a little candies please ..!! this subject does use double exclamation marks but the impact to the request is not rude. in this context, it can be interpreted as excessively begging for the request to be granted. so, in this situation, „please‟ still function as politeness marker to reduce the imperative impression performed by the elder brother because he sounds like begging so the right to comply or reject the request is totally belongs to the little sister. the other appearing data from the table which we can notice is the use of „consultative device‟ as the lexical/phrasal downgraders request strategy. it is only the non menak „commoners‟ efl learners group who does not use this internal modification. conversely, consultative device seems to be the most used strategy performed by native speaker subjects. yet, the other two groups; menak and all subjects who are now studying abroad apply this strategy into their requests. there are indeed some differences of how each group apply consultative device into their requests. in menak, two subjects use this strategy as follows: situation 1.a (to a professor) l. a r s : do you mind if i borrow that book sir? in this sample, the requester does use consultative device in his request. however, instead of using „would‟, he prefers to use „do‟. as it is understood, „would‟ is considered politer than auxiliary „do‟ in this context. thus, the use of „do‟ in this request has very strong impression to the requestee, it is whether the requestee feels mind or not. in addition, this request also ignores the 34 concept of „who talk to whom‟, in which in this case, the request is a senior professor. meanwhile, the other menak subject uses consultative device as follows: l. i k: excuse me brother/ sister, would you mind to lower the music?? i‟m concentrating on making my assignment in this sample, we could see the opposite thing from the previous case occurs. the subject prefers to use „would‟ instead of „do‟. so, this request sounds politer and softer to the requestee. nevertheless, this subject fails in the level of structure. he uses „lower‟ as the verb where it is actually a comparative degree form for the adjective „low. consultative device is also used by all three subjects from the group of those who are studying abroad. each uses this internal modification under different situation. situation 1.a (to a professor) l. f y n: prof, i tried my best to find the book which i want to use as reference for paper you handed us. the librarian told me that the only person in lombok who own the book is only you. would you be mind if i borrow the book from you? this subject has preceded her use of consultative device with long hints, similar to what native speakers do. hence, the request is considered as smooth and indirect. however, she slips in applying the consultative device itself. by inserting „be‟ before „mind‟ has proven this structural error. as it is known that „mind‟ in this context is a verb, not a noun, so „be‟ is not needed. unfortunately, this small error may cause significant impact to the quality of politeness to the requestee. it is due to, when „be‟ is combined with „mind‟, the phrase „be mind‟ will be very strong. thus, the message interpreted by the requestee is similar with the case of using „do‟ in the previous discussion. it leaves the question to the requestee of whether the requestee who is a senior professor feels mind or not to lend the book. situation 2 (to a friend) m j h: is it okay for you to lend me your lecture note? this subject does not accompany his use of consultative device with hints or reasoning. however, the form of consultative device he uses still convey the issue of the impact of complying the request to the requestee. as it has been described that in situation 2, the requestee has a strong reason to reject the request because he also needs the book for the quiz. by asking „is it okay..‟ as the consultative device, it is understood that the requester has alarmed himself that this request is to some extent, hard to comply. situation 3 (to a stranger) i m : i am sorry, but the music is a bit too loud and am trying to study. would you mind turning it down please? thank you. 35 this subject has used highly appropriate request strategy. she begins her request with „disarmer‟ before using the consultative device. the use of consultative device itself is structurally accurate. in addition, she ends her request by saying „thank you‟ in order to appreciate is her request is complied. meanwhile, the native speakers do not seem to use consultative device so plainly. this means, they use consultative device accompanying with other strategies such as hints, disarmer, and reasoning. so here, it can be inferred that literary mentioning the situation is crucial in order to win the request. the next internal modification found in the data is downgraders „past tense‟. there are only two modality markers being applied this modification. they are the changing from „can‟ to „could‟ and „will‟ to „would‟. from the two, „could‟ is dominantly used. syntactic downgraders of ing-form seems to be used only by one subject who is studying in usa. she uses it under situation 1.a and 2. the interesting thing about this is, she uses exactly the same strategy in requesting to a professor and her classmate. other subjects from the other groups do not use this strategy. meanwhile, native speakers obviously use more elaborated internal modification strategy. conclusion from the discussion, it can be inferred that in speech act realization of request, politeness is an inseparable issue. in this regards, internal modification functions to accommodate politeness in order to win the request, as basically, request give loss to the requestee but benefit to the requester. this research also reveals that internal modification which is preferred most is downgraders. in other words, the subjects avoid to use unpgraders. this is due to, downgraders are considered more appropriate in terms of politeness because the idea is to reduce the impact of the request to the requestee. however, the variety of the downgraders used by efl learners is still considered limited compared to native speakers. among the types of the downgraders, the mostly used by the efl learners are politeness marker „please‟. this is due to its simplicity when applied in sentences or utterances. in the opposite, consultative device is preferred by native speakers. meanwhile, it seems that efl learners still find difficulty in applying this internal modification due to consultative device requires more complex construction and convey cultural issue which also appears as the barrier. therefore, in addition to the proficiency level, it is clear that sociopragmatic competence plays crucial role in the appropriateness of the strategy used. for instance, only efl learners who are international students can use this strategy appropriately. this indicates the direct contact with native speakers and culture contributes a lot to their performance. 36 references brown, penelope and levinson, stephen c,1990. politeness – some universal in language usage. redwood press: great britain. kasper, gabriele. 2016. when once is not enough: politeness of multiple requests in oral proficiency interviews. walter de gruyer, multilingua 25. kasper, gabriele and dahl, merete. 1991. research methods in interlanguage pragmatics. usa: cambridge university press. searle, john r. 1969. speech acts: an essay in the philosophy of language. uk: cambridge university press. thomas, jenny, 1995. meaning in interaction. longman: united kingdom. trosborg, anna. 1994. interlanguage pragmatics – requests, complaints, and apologies. berlin: walter de gruyter & co. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 1 principles of second language acquisition in children haerazi (1) (alhaerazi83@gmail.com (1) ) faculty of education for language and art (fpbs) mataram institute of teacher training and education (ikip) abstract to understand the principles of second language acquisition, we could adopt a variety of perspective. research on second language acquisition (sla) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. although children feature as participants in this research, it is relatively rare to find reviews or overviews of sla that deal specifically with child sla although there are a few important exceptions. this general lack of focus on children‟s sla is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for sla theorizing. among the best-known first language studies to prove influential was brown‟s seminal work showing a predictable order of morpheme acquisition by children under the age of three. many early years settings now welcome children and families from different cultures who use languages other than english. young children who are starting to learn english as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. they will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. a good foundation for learning english as an additional language is embedded in quality early years practice. to know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning. keywords: the principles of language learning and second language acquisition introduction one hypothesis holds that children learn language by imitating what adults say, by trying to repeat what they hear. however, several facts, showing that there is no necessary similarity between linguistic input and linguistic output, militate against this hypothesis. first, studies of parents‟ speech suggest that children are usually not influenced by caregivers‟ speech style. second, children continually produce novel utterances in two senses. for one thing, they hear a finite number of sentences, but they come to be able to produce and understand indefinitely many sentences, including vast numbers they have never heard and therefore cannot be imitating. for mailto:alhaerazi83@gmail.com journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 2 another thing, children produce utterances that they cannot have heard before, because the adult speakers in their environment do not produce them. for these reasons, we have to know the principles of second language acquisition. the principles of second language acquisition were made as foundations to teach second language in language teaching and learning. to understand the principles of second language acquisition, we could adopt a variety of perspective. research on second language acquisition (sla) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. although children feature as participants in this research, it is relatively rare to find reviews or overviews of sla that deal specifically with child sla although there are a few important exceptions. this general lack of focus on children‟s sla is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for sla theorizing. among the best-known first language studies to prove influential was brown‟s seminal work showing a predictable order of morpheme acquisition by children under the age of three (jenefer philp, alison mackey, and rhonda oliver, 2008: 03). many early years settings now welcome children and families from different cultures who use languages other than english. young children who are starting to learn english as an additional language may also be attending a nursery school, preschool, day nursery or child-minder perhaps for the first time. they will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. a good foundation for learning english as an additional language is embedded in quality early years practice. discussion the nature of language learning fundamental to understanding of the nature of sla is an understanding of what it is that needs to be learned. a facile answer is that a second language learner needs to learn the „grammar‟ of the language target, but what is meant by this? what is language, how can we characterize the knowledge that humans have of language?. all humans acquire a language in the first few years of life. the knowledge acquired is largely of an unconscious sort. that is, very young children learn how to form particular grammatical structures, such as relative clauses. they also learn that relative clauses often have modifying function, but in a conscious sense they do not know that it is a relative clause and could presumably not state relative clauses are used for. muriel seville troike (2006: 12) gave us illustration that much of your own first language acquisition was completed before you ever came to journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 3 school, and this development normally takes place without any conscious effort. by the age of six months an infant has produced all of the vowel sounds and most of the consonant sounds of any language in the world, including some that do not occur in the language(s) their parents speak. if children hear english spoken around them, they will learn to discriminate among those sounds that make a difference in the meaning of english words (the phonemes), and they will learn to disregard those that do not. if the children hear spanish spoken around them, they will learn to discriminate among some sounds the english speaker learns to ignore, as between the flapped r in pero „but‟ and the trilled rr in perro „dog,‟ and to disregard some differences that are not distinctive in spanish, but vital to english word-meaning, as the sh and ch of share and chair. on average children have mastered most of the distinctive sounds of their first language before they are three years old, and an awareness of basic discourse patterns such as conversational turn-taking appear at an even earlier age. children control most of the basic first language grammatical patterns before they are five or six, although complex grammatical patterns continue to develop through the school years. the same natural and generally effortless learning processes take place when there is significant exposure to more than one language in early childhood. if young children hear and respond to two (or more) languages in their environment, the result will be simultaneous multilingualism (multiple l1s acquired by about three years of age). as noted in the first chapter, simultaneous multilingualism is not within the usual scope of study in sla, which focuses on sequential multilingualism(l2s acquired after l1). our understanding of (and speculation about) how children accomplish the early mastery of l1(s) has changed radically in the past fifty years or so, primarily owing to developments in linguistics and psychology. it was once suggested that first language acquisition is in large part the result of children‟s natural desire to please their doting parents, who wait impatiently for them to utter a recognizable word. yet the offspring of even relatively indifferent parents successfully acquire language at about the same rate. others argued that children‟s language acquisition is purposive, that they develop language because of their urge to communicate their wants and needs to the people who take care of them. this has not proven to be an adequate explanation, however, since within children‟s limited sphere of activity, communicative needs seem to be largely satisfied by gesture and such non-speech sounds as squeals, whines, grunts, and cries. perhaps the most widely held view by the middle of the twentieth century was that children learn language by imitation (the journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 4 stimulusresponsetheory). while it is true that much of children‟s initial language learning can be attributed to their imitation of sounds and words around them, many of their utterances are quite original and cannot be explained as imitations at all, since they can never have heard them before. the two following terms mostly influenced in language learning. the role of natural ability humans are born with a natural ability or innate capacity to learn language. such a predisposition must be assumed in order to explain several facts: (1) children begin to learn their l1 at the same age, and in much the same way, whether it is english, bengali, korean, swahili, or any other language in the world. (b) children master the basic phonological and grammatical operations in their l1 by the age of about five or six, as noted above, regardless of what the language is. (c) children can understand and create novel utterances; they are not limited to repeating what they have heard, and indeed the utterances that children produce are often systematically different from those of the adults around them. (d) there is a cut-off age for l1 acquisition, beyond which it can never be complete. (e) acquisition of l1 is not simply a facet of general intelligence. in viewing the natural ability to acquire language in terms of innate capacity, we are saying that part of language structure is genetically“given” to every human child. all languages are incredibly complex systemswhich no children could possibly master in their early years to thedegree they succeed in doing so if they had to “learn” them in the usualsense of that word. children‟s ability to create new utterances is remarkable,and their ability to recognize when a string of common words doesnot constitute a grammatical sentence in the language is even more so. forexample, children acquiring english l1 can recognize early on that cookiesme giveis ungrammatical. they have never been told, surely, that the particulargroup of words is not an english sentence, but they somehowknow, nevertheless. if a child had to consciously learn the set of abstractprinciples that indicate which sequences of words are possible sentencesin their language as opposed to those that are not, only the smartestwould learn to talk, and it would take them many more years than it actuallydoes. this is part of “the logical problem of language acquisition,”which is discussed further below. the role of social experience not all of l1 acquisition can be attributed to innate ability, for language specific learning also plays a crucial role. even if the universal properties of language are preprogrammed in children, they must learn all of those features which distinguish their l1 from all other possible human languages. children journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 5 will never acquire such languagespecific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage. american-born children of korean or greek ancestry will never learn the language of their grandparents if only english surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other english speakers do if they attempt to learn it as an adult. appropriate social experience, including l1 input and interaction, is thus a necessary condition for acquisition. intentional l1 teaching to young children is not necessary and indeed may have little effect. some parents “correct” their children‟s immature pronunciation and grammar but most do not, and there is no noticeable change in rate of acquisition among children who receive such instruction. some adults simplify both grammar and word choice, adding more complex structures as the child does, but adults‟ notion of “simplicity” does not correspond to the actual sequence in language acquisition. some adults imitate children‟s language production, and in this imitation, they sometimes provide expansions of children‟s structures (such as saying yes, that’s abig, brown dog in response to the child saying that dog). the expansion may play a role in developing children‟s ability to understand new forms, but it cannot be considered necessary since many children do not receive this type of input and still develop language at essentially the same rate. sources of l1 input and interaction vary depending on cultural and social factors. mothers‟ talk is often assumed to be the most important source of early language input to children, but fathers or older siblings have major childrearing responsibilities in many societies and may be the dominant source of input, and wealthier social classes in many cultures delegate most of the childrearing responsibilities to nannies or servants. the relative importance of input from other young children also varies in different cultures, as does the importance of social institutions such as nursery schools. l1 versus l2 learning this brief comparison of l1 and l2 learning is divided into three phases. the first is the initial state, which many linguists and psychologists believe includes the underlying knowledge about language structures and principles that is in learners‟ heads at the very start of l1 or l2 acquisition. the second phase, the intermediate states, covers all stages of basic language development. this includes the maturational changes which take place in what i have called “child grammar,” and the l2 developmental sequence which is known as learner language (also interlanguage or il). for this phase, we will compare processes of l1 and l2 development, and then compare the conditions journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 6 which are necessary or which facilitate language learning. the third phase is the final state, which is the outcome of l1 and l2 learning. initial state while the initial state in children‟s minds for l1 almost surely is an innate capacity to learn language, it is not at all certain whether or not suchnatural ability is part of the initial state in older learners for l2 acquisition(hence the “?” in 2.2). some linguists and psychologists believe thatthe genetic predisposition which children have from birth to learn languageremains with them throughout life, and then differences in thefinal outcomes of l1 and l2 learning are attributable to other factors.others believe that some aspects of the innate capacity which childrenhave for l1 remain in force for acquisition of subsequent languages, butthat some aspects of this natural ability are lost with advancing age. stillothers believe that no innate capacity for language acquisition remainsbeyond childhood, and then subsequent languages are learned by meanswhich are more akin to how older learners acquire other domains ofknowledge, such as mathematics or history. because it is impossible for us to observe mental capacity for language learning directly, the different beliefs are based largely on theoretical assumptions and are tested by indirect methods which individuals who come from different disciplinary perspectives may not agree on. for example, many linguists rely on learners‟ ability to judge which l2 utterances are not possible (such as the cookies me give example mentioned above), an aspect of children‟s l1 competence which is attributed to innate capacity. many who take a social perspective tend to reject such judgments of (un) grammaticality as convincing evidence because they result from artificial tasks which do not include actual circumstances of l2 interpretation and use. many who take a psychological perspective in turn reject socially constituted evidence (such as natural language production) because the many variables which go along with actual social usage cannot be controlled for experimental investigation. so, although the question of the extent to which innate capacity for language acquisition remains available in sla is a very interesting and important one, it is likely to remain unresolved for some years to come. there is complete agreement, however, that since l2 acquisition follows l1 acquisition, a major component of the initial state for l2 learning must be prior knowledge of l1. this entails knowledge of how language (in general) works, as well as a myriad of language-specific features which are only partially relevant for production of the new l2. this prior knowledge of l1 is responsible for the transfer from l1 to l2 during second language development, which we will consider as part of the second phase of l1 versus l2 learning. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 7 l2 learners also already possess real-world knowledge in their initial state for language acquisition which young children lack at the point they begin learning their l1. this has come with cognitive development and with experience by virtue of being older. the initial state for l2 learning also includes knowledge of means for accomplishing such interactional functions as requesting, commanding, promising, and apologizing, which have developed in conjunction with l1 acquisition but are not present in the l1 initial state. the initial state of l1 learning thus is composed solely of an innate capacity for language acquisition which may or may not continue to be available for l2, or may be available only in some limited ways. the initial state for l2 learning, on the other hand, has resources of l1 competence, world knowledge, and established skills for interaction, which can be both an asset and an impediment. intermediate state both l1 and l2 learners go through intermediate states as they progress from their initial to their final state linguistic systems. there is similarity in that the development of both l1 and l2 is largely systematic, including predictable sequencing of many phenomena within each and some similarity of sequencing across languages, and in the fact that l1 and l2 learners both play a creative role in their own language development and do not merely mimic what they have heard or been taught. processes development, as we have seen, is a spontaneous and largely unconscious process in l1 child grammar, where it is closely correlated with cognitive maturation. as noted above, as children mature, so do their language abilities. in contrast, the development of learner language (or inter-language) for l2 learners occurs at an age when cognitive maturity cannot be considered a significant factor; l2 learners have already reached a level of maturity where they can understand and produce complex utterances in their l1, and level of maturity is not language-specific. processes other than maturation must be involved to explain development in sla. just as we cannot directly observe mental capacity, we cannot directly observe developmental processes, but we can infer from the utterances which learners understand and produce at different stages what processes are possibly taking place. this addresses the fundamental how question of sla, which we will explore from different perspectives in the chapters which follow. while answers to this question vary, there is general agreement that crosslinguistic influence, or transfer of prior knowledge from l1 to l2, is one of the processes that is involved in inter-language development. two major types of transfer which occur are: positive transfer, when an l1 structure or rule is used in an l2 utterance and that use is appropriate or “correct” in the l2; and negative journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 8 transfer (or interference), when an l1 structure or rule is used in an l2 utterance and that use is inappropriate and considered an “error.” cross-linguistic influence occurs in all levels of il: vocabulary, pronunciation, grammar, and all other aspects of language structure and use. positive transfer facilitates l2 learning because an l1 structure or rule that also works for l2 means that a new one doesn‟t have to be learned. for example, a word that has essentially the same form and meaning in both languages can transfer appropriately from l1 to l2: e.g. exterior „outside‟ is a word in both spanish and english (pronounced differently, but with the same spelling and meaning). negative transfer of l1 features can often be inferred from forms in the second language which are unlike any that are likely to be produced by a native speaker of the l2, or are an integration of elements which would not occur in monolingual speech. necessary condition language input to the learner is absolutely necessary for either l1 or l2 learning to take place. children additionally require interaction with other people for l1 learning to occur. in contrast, while reciprocal social interaction generally facilitates sla, it is not a necessary condition. it is possible for some individuals to reach a fairly high level of proficiency in l2 even if they have input only from such generally non-reciprocal sources as radio, television, or written text. the role of input and interaction in sla is also discussed in next chapter. facilitating condition while l1 learning by children occurs without instruction, and while the rate of l1 development is not significantly influenced by correction of immature forms or by degree of motivation to speak, both rate and ultimate level of development in l2 can be facilitated or inhibited by many social and individual factors. identifying and explaining facilitating conditions essentially addresses the fundamental why question of sla: why are some l2 learners more successful than others? some of the conditions which will be explored in chapters that follow are: (1) feedback, including correction of l2 learners‟ errors; (2) aptitude, including memory capacity and analytic ability; (3) motivation, or need and desire to learn; and (4) instruction, or explicit teaching in school settings. final state the final state is the outcome of l1 or l2 learning. the final state of l1 development by definition is native linguistic competence. while vocabulary learning and cultivation of specialized registers (such as formal academic written style) may continue into adulthood, the basic phonological and grammatical systems of whatever language(s) children hear around them are essentially established by the age of about five or six years (as we have already noted), along with vocabulary knowledge and interaction skills that are adequate for fulfilling journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 9 communicative functions. this is a universal human achievement, requiring no extraordinary aptitude or effort. the processes of language learning in children language learning through imitation one hypothesis holds that children learn language by imitating what adults say, by trying to repeat what they hear. however, several facts, showing that there is no necessary similarity between linguistic input and linguistic output, militate against this hypothesis. first, studies of parents' speech suggest that children are usually not influenced by caregivers' speech style. newport, gleitman, and gleitman (via maria guasti, 2008: 11) have shown that a high proportion of parents' utterances are questions (what do you want?) and commands (get the toy car!) and only 25% are simple declaratives. by contrast, simple declaratives are the first kind of sentence that children mostly produce. second, children continually produce novel utterances, in two senses. for one thing, they hear a finite number of sentences, but they come to be able to produce and understand indefinitely many sentences, including vast numbers they have never heard and therefore cannot be imitating. for another thing (and this is the most compelling evidence against the acquisitionthrough-imitation hypothesis), children produce utterances that they cannot have heard before, because the adult speakers in their environment do not produce them. this is well known that english learners over regularize irregular past tense verbs and say for example goed instead of went and singed instead of sang, although they have never heard these forms, because adults do not use them. in the same vein guasti, thornton, and wexler (1995) have found that english-speaking children aged 4-5 years produce negative questions with the form in (15). no adult utters such sentences; thus, children cannot have learned them by imitation. language learning through reinforcement behaviorist psychologists have claimed that language is learned through the mechanism of reinforcing the contingent association between stimulus and response, the same general-purpose mechanism that is invoked to explain other learning processes in animals and in humans. according to this view, children learn language because they are positively reinforced when they produce correct verbal expressions, negatively reinforced when they make errors. although the learning-throughreinforcement hypothesis is simple, it cannot explain how humans acquire language and cannot characterize human linguistic competence, as chomsky (1959) details in his review of skinner 1957. first, like the acquisition-through-imitation hypothesis, it cannot explain the fact that children acquire competence over journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 10 an indefinite number of sentences: they understand and produce sentences they have never heard and produced before, that is, for which no reinforcement was provided. second, parents generally pay attention to what children say and not how they say it. if a child asks a question, the adult will hardly check for its grammatical correctness, but will simply answer. language learning through association another hypothesis about how language acquisition occurs is expressed by an approach called connectionism, neural networks, or parallel distributed processing. at the outset it is worth noting, as does marcus (2001), that the term connectionism is ambiguous. generally it is associated with the idea that brain circuits do not support the representation of symbols and rules; connectionist models are thus usually opposed to models in which symbols are manipulated. however, in addition to symboland rule-free models, there exist connectionist models whose goal is to explain how symbolic manipulations can be implemented in a neural substrate. the remarks that follow apply to models that aim at eliminating symbols and rules. connectionist models or artificial neural networks are inspired by a coarse metaphor of the brain, in that they consist of several interconnected neuronlike processing units modified by learning associations between input (stimulus) and output (response) patterns. interactions among these units give rise to behavior that simulates, sometimes very accurately and precisely, actual human behavior. a network consists at least of input and output units connected by modifiable weighted links. during the learning phase the network is presented with examples of both input and output. given an input, the network is modifiable the weights of its connections so as to produce the correct output. after learning, the network can generalize to new stimuli provided they belong to the same class of stimuli used in the training phase. notice that in these models neither nodes nor links correspond to linguistic categories or rules. these are represented in the network by various patterns of activation among links. here we will briefly look at some linguistic phenomena connectionists have sought to account for, noting simply that many intricate aspects of language acquisition and of human linguistic competence still await explanation within a connectionist approach. universal grammar universal grammar (ug) continues the tradition which chomsky introduced in his earlier work. two concepts in particular are still of central importance: (1) what needs to be accounted for in language acquisition is linguisticcompetence, or speaker-hearers‟ underlying knowledge of language. this is journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 11 distinguished from linguistic performance, or speaker-hearers‟ actual use of language in specific instances. (2) such knowledge of language goes beyond what could be learned from the input people receive. this is the logical problem of languagelearning, or the poverty-ofthe stimulus argument. chomsky and his followers have claimed since the 1950s that the nature of speaker-hearers‟ competence in their native language can be accounted for only by innate knowledge that the human species is genetically endowed with. they argue that children (at least) come to the task of acquiring a specific language already possessing general knowledge of what all languages have in common, including constraints on how any natural language can be structured. this innate knowledge is in what chomsky calls the language faculty, which is “a component of the human mind, physically represented in the brain and part of the biological endowment of the species” (chomsky 2002:1). what all languages have in common is universal grammar. if a language faculty indeed exists, it is a potential solution to the “logical problem” because its existence would mean that children already have a rich system of linguistic knowledge which they bring to the task of l1 learning. they wouldn‟t need to learn this underlying system, but only build upon it “on the basis of other inner resources activated by a limited and fragmentary linguistic experience” (chomsky 2002:8). in other words, while children‟s acquisition of the specific language that is spoken by their parents and others in their social setting requires input in that language, the acquisition task is possible (and almost invariably successful) because of children‟s built-in capacity. one of the most important issues in a ug approach to the study of sla has been whether this innate resource is still available to individuals who are acquiring additional languages beyond the age of early childhood. the logical problem of language learning how is it possible for children to achieve the final state of l1 development with general ease and complete success, given the complexity of the linguistic system which they acquire and their immature cognitive capacity at the age they do so? this question forms the logical problem of languagelearning. the “problem” as it has been formulated by linguists relates most importantly to syntactic phenomena. as noted in the preceding section, most linguists and psychologists assume this achievement must be attributed to innate and spontaneous languagelearning constructs and/or processes. the notion that innate linguistic knowledge must underlie language acquisition was prominently espoused by noam chomsky (1957, 1965), who subsequently formulated a journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 12 theory of universalgrammar which has been very influential in sla theory and research (to be discussed in chapter 3). this view has been supported by arguments\such as the following: children’s knowledge of language goes beyond what could be learned from the input they receive this is essentially the povertyof-the-stimulus argument. according tothis argument, children often hear incomplete or ungrammatical utterancesalong with grammatical input, and yet they are somehow able to filterthe language they hear so that the ungrammatical input is not incorporatedinto their l1 system. further, children are commonly recipients ofsimplified input from adults, which does not include data for all of thecomplexities which are within their linguistic competence. in addition,children hear only a finite subset of possible grammatical sentences, andyet they are able to abstract general principles and constraints whichallow them to interpret and produce an infinite number of sentenceswhich they have never heard before. even more remarkable, children‟s linguisticcompetence includes knowledge of which sentences are not possible,although input does not provide them with this information: i.e.input “underdetermines” the grammar that develops. almost all l1 linguisticinput to children is positive evidence, or actual utterances byother speakers which the children are able to at least partially comprehend.unlike many l2 learners, children almost never receive any explicitinstruction in l1 during the early years when acquisition takes place, andthey seldom receive any negative evidence, or correction (and often fail torecognize it when they do). constraints and principles cannot be learned children‟s access to general constraints and principles which govern language could account for the relatively short time it takes for the l1 grammar to emerge, and for the fact that it does so systematically and without any “wild” divergences. this could be so because innate principles lead children to organize the input they receive only in certain ways and not others. in addition to the lack of negative evidence mentioned above, constraints and principles cannot be learned in part because children acquire a first language at an age when such abstractions are beyond their comprehension; constraints and principles are thus outside the realm of learning processes which are related to general intelligence. according to jackendoff (1997: 5) approaches this capacity in children as a “paradox of language acquisition”: if general-purpose intelligence were sufficient to extract the principles of mental grammar, linguists (or psychologists or computer scientists), at least some of whom have more than adequate journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 13 general intelligence, would have discovered the principles long ago. the fact that we are all still searching and arguing, while every normal child manages to extract the principles unaided, suggests that the normal child is using something other than general-purpose intelligence. universal patterns of development cannot be explained bylanguagespecific input linguistic input always consists of the sounds, words, phrases, sentences, and other surface-level units of a specific human language. however, in spite of the surface differences in input (to the point that people who are speaking different languages can‟t understand one another), there are similar patterns in child acquisition of any language in the world. the extent of this similarity suggests that language universals are not only constructs derived from sophisticated theories and analyses by linguists, but also innate representations in every young child‟s mind. for a long time, people thought that children learned language by imitating those around them. more recent points of view claim that children have an innate language ability. there are three major arguments supporting this notion. first of all, children often say things that adults do not. this is especially true of children's tendency to use regular patterns to form plurals or past tenses on words that would have irregular formation. children frequently say things like goed, mans, mouses, and sheeps, even though it is highly unlikely that any adult around them ever produced such forms in front of them. we also know that children do not learn language simply by imitation because they do not imitate adult language well when asked to do so. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 14 references kay, crosse. (2007). introducing english as an additional language to young children: a practical handbook. paul chapman publishing. lightbown, p. m., & spada, n. (1999). how languages are learned (second edi). oxford: oxford university press. bialystok, e., & hakuta, k. (1994). in other words: the science and psychology of second-languageacquisition. new york: basic books. gass, s.m., & selinker, l. (2008). second language acquisition: an introductory course. new york: routledge taylor & francis group. troike, m.s. (2005). introducing second language acquisition. cambridge: cambridge university press. 10 the application of the learning strategy to improve the speaking skill of the second grade students at sma uii yogyakarta in the academic year 2011/2012 dira permana faculty of language teaching and arts (fpbs) ikip mataram email: dira_permana@yahoo.com abstract the objectives of this study were to identify the problems of the second grade students in speaking english and to discover the effective steps of the learning strategy to improve the speaking skill of the second grade students at sma uii in the academic year 2011/2012. this study applied a classroom action research and was conducted in two cycles consisting of planning, acting, observing, evaluating, and reflecting. subjects of the research were the second grade students of sma uii in the academic year 2011/2012. data collecting techniques used were observation, interview, diary and speaking test. data analysis techniques used were descriptive analysis. based on the research, there were four strategies applied in cycle i, i.e., the strategies of asking for clarification or verification, grouping, repeating and placing new words into a context. the result of strategies application in cycle i gave positive and negative responses that it did not give much significance to the students‟ speaking skill. the highest speaking score of the students in cycle i was 18. therefore, revision was done. there were two strategies that must be revised in cycle ii, which were the strategies of grouping and repeating. as the revision was done in cycle ii, students showed positive response and gave significant improvement to the students‟ speaking skill. the highest speaking score of the students in cycle ii was 27. thus, it can be concluded that the learning strategy is successfully implemented and improves the speaking skill of the second grade students at sma uii in the academic year 2011/2012. keyword: learning strategy, speaking ability, students, significance, and response. 11 introduction one of the english skills required to master by the english learners is speaking. speaking becomes the most important skill of english since it differs from other skills. speaking is quite necessitated by the students as the tool to communicate among them. the existence of speaking as one of the english skills then obliges the students to learn it consciously. however, learning speaking is considered difficult. it absolutely needs preparation either mental strength or sufficient curiosity to be well-known of speaking which must be fulfilled by the higher schools students. as one of the higher schools which give concern on the students‟ ability of speaking, sma uii require their students to have good ability in speaking english. the school assumes that by having good speaking ability, their students can compete in every area of competition with other schools. yet, in the process of learning to speak, students still find many difficulties. those difficulties are that the students cannot arrange words into english sentences optimally at anytime they want to speak english, the students often do not concentrate when they are required to speak english in front of their classmates, the students cannot pronounce the english words well and clearly when speaking that they often make their hearers can not understand them. students are often also confused of what to speak because of not having enough english vocabulary, and the students even have no bravery to come to the front of the class to speak. these difficulties can be generated by some factors. they are internal and external factors. internal factors involve any difficulties which are coming from the students themselves such as the students‟ self confidence, introversion, extroversion and anxiety. self confidence is the bravery of expressing the students themselves to public. without self confidence it is impossible for the students to attain good ability of speaking. brown (2000) stated that one of the major obstacles for the learners to overcome in learning to speak is self confidence. introversion can be very problematic to the students since they are not openminded with any other people to do many things such as to share and to socialize. we know that socialization can be a very practical medium to communicate with others. besides, the students‟ anxiety has not also made the students feel free to speak for they are many times obsessed by anxious feeling of making mistakes while speaking. external factors comprise any difficulties which appear from out of the students themselves, such as the students‟ environment. the environment is one of the very affecting factors. the students seldom want to speak and even are ashamed of speaking when they are with non english speakers. the students often consider that they do not need to 12 speak up because they do not have an equal partner to speak with. it is believed or not, that the success of the learners in learning to speak a language is based on the situation where they are. having seen those all above, it is important that the students must be given a lot of practice. practice of speaking is needed for the students if they need to be skillful speakers. the aims of practice are to make the students accustomed of saying the english words in well organized, reach fluency in speaking and have good ability of speaking english whenever it is needed for communication. without practice, the students will never be successful for being good english speakers. practice makes perfects as it is said by the proverb experts. and for practice, the students ought to be given learning strategies. learning strategy, according to brown (2001), is specific method of approaching a problem or task, mode of operation for achieving a particular end, or planned design for controlling and manipulating information. from brown‟s definition of learning strategy above, it can be concluded that learning strategy is very important approach to be included in learning to speak. through learning strategy, the students will get many advantages such as to help students learn to speak english effectively and to improve their speaking skill. thus, to improve the students‟ speaking skill, giving the learning strategies will be the best answer to the students and important by the students to know and to apply. based on the background above, there are two main questions used by the researcher as the problem formulations of the research as follows: 1. what are the problems of the students of the second grade in speaking english at sma uii yogyakarta in the academic year 2011/2012? 2. what are the effective steps of the learning strategy to improve the english speaking skill of the second grade students at sma uii yogyakarta in the academic year 2011/2012? review of related literature a. definition of speaking speaking is a productive skill. it involves using speech to express meanings to other people (pulverness, 2005). speaking is therefore identified as an activity to express meanings through a language. the language reveals meanings which can be absorbed by people interacting to one another. it means that speaking is an activity to express things in the communication process among members of society in which people are then supposed to absorb the meanings. meanings are assumed as manifestation of one‟s language competence systematically. the language competence is divided into understanding and using language in which called receptive and productive (bygate, 1987: 5). productive skill is the ability of making decisions about 13 speaking, such as what to say, how to say and so on. meanwhile, receptive skill requires the ability of receiving and articulating the order sounds and structures of the language. lado (1961: 240) defines that speaking skills are the ability to express oneself in life situation, or the ability to report act or situation in precise words, the ability to converse, or to express a sequence of ideas fluently. a remark expression leads to anyone is involved in the process of a talk. harmer (2001: 46) states that speaking happens when two people are engaged in talking to each other. clark and clark (1997: 4) state that speaking and listening are of particular important to psychologist for they are mental activities that hold clue to every nature of human mind. in speaking, people put their ideas into words, talking about perception, feelings, and intentions what they want other people to grasp. in their complicated inter relationship from the memory store and adapting them to new requirements as meanings are expressed with more and more finesse and nuance. brown & yule (1983:15) state that speaking is one of the four basic language skills. some people say that speaking is the most difficult of the others skills (listening, reading and writing). through speaking people can convey their ideas, thoughts and opinions, rhetorical utterances. based on the stated theories above, speaking can be concluded as putting ideas in the form of words about perception, feelings and intentions to make other people absorb the messages conveyed. brown (2001: 272) writes some micro-skills that are found in speaking as follows: 1. producing chunks of language of different lengths. 2. orally producing differences among the english phonemes and allophonic variants. 3. producing english stress patterns, words stressed and unstressed positions, rhythmic structure and intentional contours. 4. producing reduced forms of the words and phrases. 5. using an adequate number of lexical units (words) in order to accomplish pragmatic purposes. 6. producing fluent speech at different rates of delivery. 7. using grammatical word classes (nouns, verbs, etc), system (e.g. tense, agreement pluralization), word order, patterns, rules, and elliptical forms. 8. producing speech in natural constituent-in appropriate phrase, pause groups, breath groups, and sentences. 9. express particular meaning in different grammatical forms. 10. accomplishing appropriately communicative functions according to situations, participants and goals. 11. using appropriate register implicature, pragmatic, conventions, and other socio linguistics features in face-to-face conversations. 14 12. developing and using battery of speaking strategies, such as emphasizing key words, rephrasing, providing, a context for interpreting the meaning of the words appealing for help, and accurately assessing how well your interculator is understanding you. however, the micro-skills of oral communication mentioned above still show complexity and considered wide; therefore, some indicators of the five sub-skills can be developed to accomplish the speaking, and they are: a. pronunciation pronunciation refers to the micro skills of number 3: producing english stress patterns, words stressed and unstressed positions, rhythmic structure, and intonational contours. cook (1996: 41) considers that pronunciation is a set of habits for producing sound. it includes the segmental feature, vowel, consonant, stress, and the intonation patterns. all those are supposed to be applied by the speakers. b. fluency fluency refers to the micro skill of number 6: producing fluent speech at different rates of delivery. it has relation with the ability to talk with normal level of continuity, rate, and effort to link the ideas and language to speak from coherence, a connected speech. someone is said able to speak english or fluent when he speaks it smoothly and readily. c. vocabulary it refers to the micro skills of number 5: using an adequate number of lexical units (words) in order to accomplish pragmatic purposes. the ability of someone‟s language depends on one‟s knowledge of vocabulary. the richer vocabulary is mastered, the better skill of communicating can be attained. rivers as quoted in nunan (1991:117) has also argued that the acquisition of an adequate vocabulary is essential for successful foreign language because the use of language structures and its functions may have affected on comprehensible communication. d. grammar grammar refers to the micro skill of number 7: using grammatical word clauses (nouns, verbs, etc.), systems (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms. also number 9: expressing particular meaning in different grammatical forms. grammar refers to the study or science of rules for the combination of words into sentences (syntax), and the form of word (morphology), (hornby, 2000: 375). lado (1961: 90) says that anyone using a language must use its grammar. it shows that grammar plays an important role in speaking skill. e. intelligibility or comprehension intelligibility or comprehension refers to the micro skill of number 12: developing and using battery of speaking strategies such as emphasizing the meaning of words, appealing for help, and accurately 15 assessing how well your interculator understanding you. intelligibility or comprehension means understandable. in speaking, the speaker and the partner must have good understanding in oral communication. b. language learning strategy according to oxford (1990:8), learning strategy is specific action taken by the learners to make the learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situation. brown (2001) states that learning strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned design for controlling and manipulating information. the language learners seem will not be in doubt to have involved directly in the language learning in case that the learning strategy is always followed behind their existence. rubin and thomson (1982) state that language learning strategies are strategies which contribute to the development of the language system which the learner construct and affect learning directly. the development of the strategy will create new situation in which the language learners can learn a second language well and in systematic ways. the development of strategy will also presents the language learners to produce an oral communication accurately. weinstein and mayer (1986) in ellis (1996: 531) state that learning strategies are the behaviors and thoughts that a learner engages in during learning that are intended to influence the learner‟s encoding process. as learning strategies introduced with behaviors and thoughts, it seems that learning is absolutely followed by behavioral activity of the language learners. ellis (1996: 529) establishes the statement mentioned above with a view that a strategy consisted of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. o‟malley (1992) states that learning strategies are techniques, approaches, or deliberate actions that take in order to facilitate the learning, recall of both linguistics and content are information. stern (1983) in ellis (1996: 531) states that in our view strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learner, leaving the techniques as the term to refer to particular forms of observable learning behavior. from the definition of the learning strategies above, the researcher concludes that learning strategies are concrete actions, approaches involving behavioral activities that contribute to the development of the learning effectively to attain the language acquisition systematically by the learners. language learning strategies contribute to all parts of the learning acquisition continuum. oxford (1990: 9), the features of language learning strategies: 16 1) contribute to the main goal, communicative competence. 2) allow learners to become more self-directed. 3) expand the role of teachers. 4) are problem-oriented. 5) are specific action taken by the learner. 6) involve many aspect of the learner, not just the cognitive. 7) support learning both directly and indirectly. 8) are not always observable. 9) are often conscious. 10) can be taught. 11) are flexible. 12) are influenced by a variety of factors. thus, learning strategies are not just concrete action to be developed by the language learners to the language acquisition, but also how the strategies really contribute to the enhancement of the learners‟ language based on the features of language learning strategies and play a significant role in acquisition of the language in well order. social, memory and cognitive strategies as parts of the learning strategies are considered to be very effective strategies in the efforts of maximizing the speaking competence of the learners in the process of language acquisition. social strategies as one of the basic social interaction give lot of advantages to language learners since they are active to ask with others that a cooperative activity come out in the language learning process. social strategies have a set of strategies involving asking for clarification or verification, asking for correction, cooperating with others, cooperating with peers, cooperating with proficient users of the new language, developing cultural understanding and becoming aware of others‟ thoughts and feelings. memory strategies also called „mnemonics‟ are definitely defined as ways of learning through a memory aid. memory strategies are frequently used by the learners to remember practical information found at various sources of knowledge. memory strategies can help the language learners store and retrieve new information wherever it needs for a communication through memory aids. oxford (1990: 39) writes that memory strategies reflect simple principles such as arranging things in order, making associations, and review. these principles are absolutely meaningful. for the purpose of learning a new language, the arrangement and associations must be personally meaningful to the language learners, and the material to be reviewed must have significance. oxford (1990: 40-43) explores memory strategies into a set of strategies encompassing the strategy of grouping, associating/elaborating placing new words into a context, using imagery and semantic mapping, using keywords and representing sounds in memory, reviewing well, using physical response or sensation and using mechanical techniques. 17 rubin (1987) in ellis (1996) states that cognitive strategies refer to the steps or operations used in problem solving that requires direct analysis, transformation or synthesis of learning materials. this statement is then supported by piaget (1959); he says that the cognitive development and language acquisition are closely interrelated processes. without cognitive development there can be little or no language acquisition. cohen (1998) states that cognitive strategies encompass the language learning strategies of identification, grouping, retention, and storage of language material as well as the language use strategies of retrieval, rehearsal, and comprehension or production of words, phrases, and other elements of the language. from the definition of cognitive strategies above, it can concluded that cognitive strategies are typically found as the outstanding strategies to the learners in developing the target language through grouping, retention, and storage of language material for retrieval. cognitive strategies are essential in learning a new language, due to its function to manipulate the transformation of the target language that the learners carry out when learning a language. cognitive strategies are strategies used to deal with information-processing of the second language involving identification, grouping, retention, and storage of language material as well as the language use strategies of retrieval that is responsible for all form of knowledge and skills development. oxford (1990: 69) in her book entitles “language learning strategies” writes a set of cognitive strategies, which are practicing, repeating, practicing formally with sounds and writing systems, recognizing and using formulas and pattern, recombining, practicing naturalistically, getting the main idea quickly and using resources for receiving and sending massages, reasoning deductively, analyzing expressions and analyzing contrastively (cross language), translating and transferring, taking notes and summarizing. c. teaching speaking applying the learning strategy teaching speaking applying the learning strategy is giving strategies training to the language learners in learning to speak english by applying practical strategies in order to give practical information. to attain the goals of learning a language with the strategy, learners essentially should have effective learning and seriousness in producing the language. according to cohen (1998: 82) the goals of strategy instruction are to help foreign language students become aware of: 1. how they learn more effectively. 2. how they can enhance their own comprehension of product of the target language. 3. how they can continue to learn on their own and communicate in the target language after they leave the language classroom. 18 in conducting the teaching process of speaking applying the learning strategy, the researcher applies some strategies mentioned by oxford (1990) in his book entitled: “ language learning strategies”, they are the strategy of asking for clarification or verification, grouping, repeating and placing new words into a context. these strategies are the combination of three main strategies which are social, memory and cognitive strategeis. the following is the detailed explanation of the strategies: 1. asking for clarification or verification the strategy of asking for clarification or verification helps the learners to utilize someone who is more proficient in english (having good pronunciation of saying the english words) to explain any information whether they are in the form of words, phrases or sentences. when the information explained is still not clear to the learners, they may ask for clarification by having the speaker to slow down and repeat or clarify those words or phrases that they still consider unclear. 2. grouping the strategy grouping requires the language learners to classify some language materials in the form of words or phrases into meaningful units whether in spoken or written in a chart. in this strategy of grouping, the language learners classify language elements into nouns (computer, program, etc), verbs (arrange, publish, etc), adjectives (fluent, tough, steady, etc) and adverbs (well, fluently, etc). this aims at making the materials of the language in short elements in order that they are then easily remember and retrieve by the speakers while speaking. 3. repeating to make the learners accustomed of the language materials (words, phrases) learned, repetition is quite necessitated in learning a second language. therefore, this strategy requires learners to repeat the language materials of an original language unit. this repeating helps learners be accustomed of saying the words in phonetically sounded wherever and whenever it is used for communication. 4. placing new words into a context to complete the learners‟ knowledge of a language, they are supposed to make the words or phrases which have been classified or grouped into a complete sentence. to be able to make the words or phrases into a sentence, it is necessary that the learners determine the patterns of the sentence to be used in constructing the sentences. it is done in order to make the learners easier communicate the words while it is needed for communication. applying the words or phrases in the sentences is needed in the rhetoric management of a language as the medium for the developing action. in conducting the teaching process of speaking applying the strategies, the researcher applies the literacy approach in which this 19 approach consists of some steps of teaching; they are bkof, modeling of text, joint construction of text and independent construction of text. research method this research applied an action research. kemmis and taggart (1988: 10) define action research as a way of increasing our knowledge of classroom and as a tool in teaching. the target community setting was directed to the second grade students of sma uii yogyakarta in the academic year 2011/2012. the data needed in this research were opinions resulted from the research members about the problems faced by the students in learning to speak english. data collecting techniques were questionnaires, observation, interview, diary and speaking test with pre and post-test. data analysis technique used was descriptive analysis, which is describing and explaining about the existence of phenomenon or what occurs explicitly and comprehensively to prove that the result of the instruments above was able to answer the main question about the application of the learning strategy in improving the students‟ speaking skill. results and discussion based on the observation and students‟ pre-test of speaking, it was found that the students‟ problems of sepaking english were that the students cannot arrange words into english sentences optimally at anytime they want to speak english, the students often do not concentrate when they are required to speak english in front of their classmates, the students cannot pronounce the english words well and clearly when speaking that they often make their hearers can not understand them. students are often also confused of what to speak because of not having enough english vocabulary, and the students even have no bravery to come to the front of the class to speak. this can be seen from the students‟ sepaking skill in their pretest, in which the highest speaking sore of the students was 10. the following result showed in table 1 is the students‟ speaking skill of pretest. tabel.1 pre-test of students’ speaking skill n o stud ents ‟ initi als pre -test of students‟ speaking skill tot al indicator and score pr v b fl g m vc e c g s 1 rg 1 1 2 1 2 1 1 9 2 fl 1 1 1 1 1 1 0 6 3 dn 1 2 1 1 2 1 1 9 4 sy 1 2 1 1 1 1 1 8 5 rt 2 2 2 1 1 0 1 9 6 an 2 2 1 2 2 0 1 10 note: pr : pronunciation vb : vocabulary fl : fluency vc : voice gm : grammar ec : eye contact gs : gesture 20 as the students were taught the learning strategy they began to show better performance where they did not feel reluctant to speak english. however, their speaking performance were still not significant eventhough they had given improvement. students‟ not significant speaking performance was caused by the use of the strategies which were not maximal. the students still could not implement the strategy of grouping and repeating completely because the students still had the difficulty to explore their words while speaking using the words they had grouped from the learning source. this can be seen from the students‟ score of speaking. the data of the students‟ speaking skill improvement in cycle i can be seen in the following table: tabel.2 post-test of students’ speaking skill in cycle i n o stud ents ‟ initi als post -test of students‟ speaking skill tot al indicator and score pr v b fl g m vc e c g s 1 rg 2 3 3 2 3 2 3 18 2 fl 2 3 2 2 2 1 2 14 3 dn 2 3 2 2 3 2 2 16 4 sy 2 3 2 2 2 2 2 15 5 rt 3 2 3 2 3 1 2 16 6 an 3 3 3 3 3 1 2 18 from the result of the students‟ speaking skill in the action of cycle i above, it can be concluded that the change of the students‟ speaking skill was achieved compared to that of in the students‟ pre-test. the highest speaking score of the students in cycle i was 18. here is the explanation of the change of score. ragil, in the pre-test scored 9 changed into 18 in the post-test. faisal, in pre-test scored 6 changed into 14 in the post-test. danang, in pre-test scored 9 changed into 12 in the post-test. sumiyati, in pre-test scored 8 became 15 in the post-test. retno, in pre-test scored 9 became 16 in the post-test and annisa in pre-test scored 10 changed into 18 in the posttest. thus, it can be interpreted that students could implement the strategy especially the strategy of grouping and the strategy of repeating. the students did not have any significant difficulties anymore to use the strategy. the students could explore their words that they had grouped from learning source when they spoke english. students also spoke their words more clearly that the other students (as the audience) were able to understand better what were said by the speakers. the students‟ speaking skill in cycle i had showed improvement compared to that of in their pre-test although noot too significant. 21 tabel.3 post-test of students’ speaking skill in cycle ii n o stud ents ‟ initi als post -test of students‟ speaking skill tot al indicator and score pr v b fl g m vc e c g s 1 rg 3 4 4 3 4 3 4 27 2 fl 3 4 3 3 3 2 3 21 3 dn 3 4 3 3 4 3 3 23 4 sy 3 4 3 3 3 3 4 27 5 rt 4 3 4 3 4 2 3 23 6 an 4 4 4 4 4 2 3 27 from the result of the students‟ speaking skill in the action of cycle ii above, it can be seen that improvement of the students‟ speaking was successfully achieved. the highest speaking score of the students in cycle ii was 27. having seen from the score of each of the students, it was seen that ragil‟s score improved from 9 to 27, faisal improved from 6 to 21, danang improved from 9 to 23. sumiyati improved from 8 to 27, retno improved from 9 to 23, annisa improved from 10 to 27. thus, it can be concluded that learning strategy was considered effective to improve the students‟ speaking skill. thus, the researcher concluded that the improvement resulted in the action of cycle ii showed that the application of the strategy training to improve the students‟ speaking skill of the second grade at sma uii yogyakarta was implemented successfully. conclusion, implication and suggestion the second grade students of sma uii yogyakarta had many problems that they faced in the process of learning to speak english. these problems involved the students cannot arrange words into english sentences optimally at anytime they want to speak english, the students often do not concentrate when they are required to speak english in front of their classmates, the students cannot pronounce the english words well and clearly when speaking that they often make their hearers can not understand them. students are often also confused of what to speak because of not having enough english vocabulary, and the students even have no bravery to come to the front of the class to speak. the application of the learning strategy involving asking for clarification or verification, grouping, repeating and placing new words into a context was carried on in the efforts of overcoming the problems and improving students‟ speaking skill that they hopely could have better speaking skill. there were two cycles done in this study. the first cycle showed the students‟ speaking kill had better achievement, but the achievement was not significant. this happened because the students did not used the strategies maximally. as the second cycle conducted, students‟ speaking skill had significant 22 improvement in which the students had successfully performed the strategeis taught well. thus, it can be concluded that the application of the learning strategy can improve students‟ speaking skill of the second grade students of sma uii yogyakarta in the academic year 2011/2012. this research also implies that the learners, who are in the efforts of learning to speak english, surely have problems and difficulties. however, these problems and difficulties can be solved by various methods, techniques or strategies including the application of the learning strategy. in relation to the finding above, the researcher honorably proposes some suggestions to the students, teachers and other researchers. 1. to the students to be good english speakers, the students must keep their learning spirit as priority; the spirit of learning for the english words as many as possible, practicing to speak the words and using the speaking strategies taught by the teachers. 2. to the teachers improving the students‟ speaking skill can be reached through many ways including applying learning strategies. therefore, the teachers are hoped that they will proudly have always looked for the best strategy in the efforts of improving the students‟ speaking proficiency. 3. to the other researchers this research is absolutely still far of being complete. therefore, it is hoped that the other researchers can do the same research with the same topic and strategies in different setting. 23 reference brown, g. and yule, g. 1983. teaching the spoken language. cambridge: cambridge university press brown, h. douglas. 2000. principles of language learning and teaching. fourth edition. addison wesley longman, inc. brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy (second edition). san francisco: longman chamot, anna and o‟malley, michael. 1992. building bridges: content and learning strategies for esl 1-3. new york. heinle & heinle clark, h. h and clark, e. v. 1997. psychology and language. us: harcourt brace jovanovich, inc cohen, andrew, d. 1998. strategies in learning and using a second language. addison wesley longman. inc: london and new york cook, vivian. 1996. second language learning and language teaching. new york: st. martin press ellis, r. 1996. the study of second language acquisition. oxford: oxford university press harmer, jeremy. 2001. the practice of english language teaching. england: pearson education limited kemmis, s. and taggart, 1988. the action research planner. victoria: oxford: deakin university lado, r. 1961. language teaching analysis. blooming town: mcgraw hill book company nunan, d.1991. second language teaching & learning. boston: heinle & heinle, inc oxford, rebecca l. 1990. language learning strategy: what every teacher should know. boston: heinle & heinle piaget, j. 1959. the language and thought of the child. london: rutledge pulverness, williams and spratt. 2005. the tkt (teaching knowledge test) course. new york: cambridge university press rubin, joan and thompson, irene. 1982. ho to be a successful language learners. boston: heinle & heinle journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2295 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.21-33 21 a study of teachers and students’ code switching in efl classrooms setting muslim (1) , h sukiyah (2) , arif rahman (3) 1) student of postgraduate fpbs ikip mataram 2) student of postgraduate fpbs ikip mataram 3) lecturer of postgraduate fpbs ikip mataram muslim08@gmail.com (1) , hajisukiyah@gmail.com (2) , arifrahman058020@gmail.com (3) abstract this study aims to investigates a phenomenon of bilingualism in which the use of target language (english) is switched to target indonesia, known as code switching (cs). more specifically, the study focuses on the types of cs and the functions of cs in efl classrooms setting. the data were obtained from classroom observations through audio recording and field notes from two different english classes. the finding reveals that both the teachers and the students employed three types of cs: inter-sentential, tag-switching, and inter-sentential switching in different contexts. furthermore, the different frequency of cs functions employed by teachers and students‟ occurs both in two classes for two reasons: for social and pedagogical functions. socially, cs in this study served as (1) conveying teacher‟s admonition, (2) requesting for help, (3) helping other students, (4) commenting on the students‟ unsatisfactory answers, and (5) building unofficial interaction among the students. pedagogically, cs served to (1) explain or repeat ununderstandable utterances which has been said previously in order to help students understand it, (2) check the students‟ understanding to the new words or expression introduced in the lesson, (3) translate sentence when students learn about grammatical features (4) repair self mistakes, (5) clarify teachers‟ misunderstanding, and (6) initiate a question. keywords: teacher and students, code switching, efl classroom setting introduction english is treated differently in two different types of secondary schools for several private schools in indonesia. in most schools in indonesia, english is only used as an instructional language for english subject. however, in other schools, it is used as an instructional language across all school subjects. in this regard, the first mentioned schools are categorized as regular program school while the second refers to international class that serves cambridge program as an internationally-standardized for its english curriculum. despite of their differences, the two types of school shows similarity in case of bilingualism while they performs an english in efl classroom interaction. in this condition, although both teachers and the students‟ expected that to used english in classroom, the use of indonesian as an alternation language during classroom interaction is unavoidable in particular situations. this phenomenon wherein the teacher or the student switch language is defined as code switching (cs). cs has become an interesting phenomenon to study especially in the field of classroom interactions since it is one of the major aspects of bilingual‟s development process. therefore, this phenomenon is considered as useful strategy in classroom interaction, especially if the aims of cs are to make meaning clear and to transfer knowledge efficiently to the other members of mailto:muslim08@gmail.com(1) mailto:hajisukiyah@gmail.com(2) mailto:arifrahman058020@gmail.com 22 classroom community (flyman-mattsson and burehult, 1999; see also hurtado, 200; and gregio & gil, 2007). generally, cs occurs because of two reasons; because of the speaker deficiency in target language and because of some multiple communicative purposes (gysels 1992 cited in duran, 1994). the speaker deficiency in the target language, as mentioned by polplack (1980), results from linguistics constrains. similarly, cristal (1992 cited in duran, 1994) says that cs occurs because a speaker cannot express his/herself in one language to compensate to the deficiency. in line with communicative purpose and strategy, it is stated that cs occurs because of some social, and discourse/pedagogical functions (canagarajah, 2001; winford, 2003 hanna, 2004; see also adrerdoff, (1966, as cited in han chug, 2006; gregio & gil, 2007). nowadays, cs is seen as having certain functions in the communication done by bilinguals. different purposes of cs are identified by different scholars. hanna (2004: 49-80) identifies the varied functions of cs that she found in two different level of efl classrooms program : teacher‟s explanation/clarification, requesting help, students helping each other, students self-repair, teacher‟s language slip (lapses), unknown english counterpart, checking for understanding, students clearing misunderstandings, students initiation, and students comment. while canagarajah (1995: 179) reports that cs in efl classroom discourse serves as classroom management which includes opening the class, negotiating directions, requesting help, managing discipline, teacher encouragement, teacher compliments, teacher‟s commands, teacher admonitions, mitigation, pleading and unofficial interactions. besides, canagarajah (1995) states that cs also serves as content transmission which involves review, definition, explanation, negotiating, parallel translation and unofficial student collaboration. from all functions of cs mentioned by the experts above, the fucntions of cs purposed by canagarajah (1995) and hanna (2004) are used in this study. studies about cs in classroom setting have been focused on the nature and the purpose of cs (e.g. coogan, 2003; deckrow, 2005, lewis, 1999), patterns of cs depending on the sociological or ethnographical factors (e.g. jung lee, 2005; gamal, 2007, sahdan, 1996), the context in which cs may occur in classroom activity (hurtado, 2002), syntactic and morphosyntactic constraints on cs (alenezi, 2006), the use of cs in computer-mediated communication (cui, 2006), and factors that influence cs (ying, 1993). most of those studies have been done in a bilingual setting with the focus on using english as a second language. particularly focused on the nature of cs in efl classroom settings based on its social and pedagogical functions (i.e. canagarajah, 2001; hanna 2004; sundelin 2001; haryati, 2007; see nieken, 2007, araya, 2013). in most cases of those studies, the status of english is a daily language of social encounters. furthermore, english is often used as a language of instruction in other school subjects as well. thus, more studies are needed in investigating cs which occurs in efl classroom settings. based on the overview, this study is intended to explore the teacher‟s and students‟ cs, i.e. the types and functions of cs in efl classrooms. this issues is conducted with the assumption that the 23 result not only to identify and answer about cs phenomenon but also, it can significantly broaden the understanding of current process of the language spoken. furthermore, the present study, hopefully, will help raise awareness on the issue of cs in the efl classrooms context. regarding the issues raised, the purpose of this study, therefore, is to seek answer to the questions about the types of code switching are found in efl classrooms and the functions do teacher and students‟ code switching serve in efl classrooms. research method this study conducted a qualitative methodology because it allows the researcher to capture naturally occurring interactions among the participants. in this case, this study attempts to see natural phenomena of classroom interaction. detailed observations and descriptions of context and what people said or did formed the basis for inductive rather than deductive analysis. in this respect, a theory is used to explain the data, rather than data collected to test pre-established hypotheses (locke and silverman, 1993). this study was undertaken at ma plus mataram in lembang. it was located in the city of mataram west java province. compared with the other schools, this school was the more popular in terms of its extra-lesson activities. the participants involved in this study were fifty-seven students and two teachers from two bilingual ma plus mataram classrooms, i.e. regular class and english program class. the age of the participants ranged from 14 to 16 years old. in regular class, there were thirty-two students of which 18 girls and 14 boys. in english program class, there were twenty-five students, in this classroom, there were fourteen girls and twelve boys. the aim of the data analysis is to discover pattern, ideas, explanations, and understanding (mcmillan, 1992: 221). he also argues that data analysis of qualitative studies are interwoven, influencing each other; therefore, in this study, the analysis was carried out as the data has been collection was going on as well as after the data collected. the data collected from observations, i.e. audio recorder and field notes taking were converted into written form (transcripts). the audio recording and field notes transcripts were then read many times and notation were also made in the margins to look for events related to the research problems, and then they were coded. the codes were then categorized according to initials. in the first step, the recorded data of classroom interaction was listened to and transcribed. data analysis and discussion types of code switching to classify the types of cs used by the teachers and the students in this study, the categorization of cs proposed by poplack (1980 in hanna; see also ene, 2007; chaiwician, 2007; nieken, 2007) is used. those categories are inter-sentential switching, tag switching (emblematic switching), and intra-sentential switching. inter-sentential switching inter-sentential switching, as defined by polplack (1980 in hanna, 2004), occurs between sentences or clauses. it was found from the data that this type of cs occurred 60 times both in regular class and in english program class. in regular class, intra-sentential switching occurred 33 times while in english program class, inter-sentential switching occurred 27 24 times. this types of switching was employed by the teacher when translating or explaining grammar and by the students when doing exercise in classroom activities. extract 1 shows how „intersentential‟ switching occurred between sentences or clauses. in this point, the teacher employed an inter-sentential switching when he asked students whether they could translate the sentence in simple past tense into indonesian. he used indonesian when asking question and used english when reading sentences from the book afterwards, as observed at moves1 of extract 1. at move 3 shown that an english was also used for asking a question while indonesian was used for instructing the students to do exercise. extract 1: (observation 1, regular class) (1) t : okay, siapa yang bisa menterjemahkan kalimat tersebut? dalam bentuk lampau, lihat kalimat di situ. “one hundred years ago people drove a horse and cart” (okey, who could translate that sentence? in the past form, look at the sentence “one hundred years ago people drove a horse and cart”) (2) s : yes sir, bagaimana dengan kalimat di paragraf dua baris tiga? (3) t : translate, what does it mean in indonesian?, kerjakan juga di halaman belakang (translate, what does it mean in indonesian, do also the next page) based on the definition given by poplack (1980 in hanna, 2004) the instances of cs that occurred at moves 1 and 3 above were classified as intersentential switching. at move 1, intersentential switching occurred between sentences which can be identified by full stop. at move 3, inter-sentential switching occurred between clauses which can also be identified by pauses. extract 2 exemplifies „intersentential‟ switching between sentences that took place in english program class. the data shows how inter-sentential switching was employed when students and their teachers discussed newspapers in indonesian. it can be seen at moves1 and 8 that the teacher employed inter-sentential switching at sentence level. extract 2: (observation 3, english program class) (1) t : mm which one is the best news of both risky!. mana yang terbaik seperti apa yang kamu lihat kemarin (mm which one is the best new of both risky!. which is the best as what seen yesterday) (2) s6? : i think pilkada is hot news in pr sir (3) t : umm are you sure his the one? (4) s6 : yes, pikiran rakyat lebih menarik untuk di baca (yes, pikiran rakyat is more interesting for reading) (5) t : {demonstrate both news paper}okay, so that‟s so here, is there any difference between kompas news and pikiran rakyat newspaper? and how to distinguish them? (6) s7 : i think, i think no difference sir (7) t :kalo sama ataupun beda mesti ada indikasinya. are you really that one? as i said it has, has different each other (if the same it should be indicated. are you sure that one? as i said it has, has different each other) at move1, the teacher used an indonesian sentence to emphasize his 25 question by asking risky to choose the best answer, while at move 8, he used english in order to reinforce his statement to students about the difference between newspapers. in this case, the teachers‟ base language was indonesian and then he switched into english. in the present data, the instances of inter-sentential switching were quite easy to identify. this is in line with what ene (2007: 8) states that inter-sentential switching is the easiest to recognize because it occurs at the sentence level, where syntactical boundaries are clearly not interfering. it has become a consecrated assumption that this type of cs is mostly encountered in the speech of less fluent bilinguals, as it involves the least syntactic difficulty (ene, 2007: 8). tag-switching the second type of cs is tagswitching or “emblematic switching” (ene, 2007), i.e. inserting a tag in one language into another language in an utterance or vise versa (poplack, 1980 in hanna, 2004 & nieken, 2008). for example, an english tag may be inserted into an indonesian when the base language is indonesian. on the contrary, an indonesian tag may be inserted into english when the base language is english. in this case, a tag can be moved freely in a sentence since they do not have syntactic constraints (romaine, 2001 in hann, 2004). as previously discussed in chapter two, according to dumitrescu (1993, in ene, 2006), tag switching or emblematic switching, defined as switching at the level of tags, and covers at least two types of tags. tag or emblematic switching can be single nouns (for instance, high frequency, habitual speech, culture-specific terms such as, honey, well, okay, yes, and alright), or, most often, short sentential formulas (for instance, are you kidding, give me a break, you know, and i mean). in the data, this type of cs was found in both regular class and english program class as much as 50 times. in regular class, tag-switching occurred 32 times while in english program class tag-switching occurred 18 times. extract 3 demonstrates how the „tag-switching‟ or „emblematic‟ occurrence in the data, particular in regular class. extract 3: (observation 2, regular class) (1) t : okey, lihat kosa kata dipapan, berikunya disebutkan (okay, look the vocab at blackboard, the next to be mentioned) (2) s4 : yes sir, dilajutkan! (ye sir, to be continued!) (3) t : how about you heri.., can you? (4) ss : {inaudible} (5) s4 : all right, saya akan mencobanya (allright, i will try it) (6) s5 : good..lihat pekerjaan saya (good..look at my work) (7) s4 : mm..punya saya lebih bagus, you know (mm..mine is better, you know) in extract 3, the class was discussing vocabulary. while writing on the blackboard, the teacher asked students in indonesian to read the words. here, the teacher used the word ‘okey’ in the beginning of his indonesian sentence. in this case, the tag-swicthing took place at the beginning of an utterance. this kind of cs was also used by a student (s4) as seen at moves 2, 5, and 7. at moves 2 and 5, tag-switching occurred at the beginning of the student‟s utterance while at move 7 the tag occurred at the end of the student‟s utterance. this evidence demonstrates the fact that tag can move freely in a sentence 26 because it does not have „syntactic constraints‟ (romaine, 2001 in alenezi, 2006). in extract 4, it was found that the teacher and the students employed tag switching of different languages. at move 3, the teacher used english words ‘you know’at the beginning of his indonesian utterance. and then, at move 6, the student used indonesian words ‘bukan’ at the end of english sentence. extract 4: (observation 2, english program class) (1) t : let‟s continue then see this how about persons a anb b, what are they? (2) t : okey, none of them are interesting in in repairing cars, fixing cars, or nobody interested in machinery, or not even you (3) t : you know? maksud-ny tidak seorang pun yang tertarik pada mesin (you know? i mean nobody interested in mechinary) (4) s6 : ndak i don‟t think i am (no i don‟t think i am) (5) t : you have (6) s6 : i think we are better than others, bukan? (i think we are in better than others, do i?) extract 4 shows that after the students had listened to the tape about different types of persons, the teacher asked whether there were those types of persons in the classroom interesting in machine or not. at moves1 to 3, the teacher invited students to continue their lesson. at move 3, the teacher wanted to know the student‟s answer about the topic. at move 4, the student replied the teacher‟s question using indonesian word in his english utterance. at move7, the student used an indonesian word at the end of his utterance. intra-sentential switching intra-sentential switching, the third type defined by poplack (2002 in chaiwichian, 2006), is a type of cs that occurs within a clause or sentence boundary. it is argued that this type of cs is mostly used by fluent bilinguals since it requires a lot of integration in a sentence (romaine 1991 in nieken, 2008). romaine further argues that this types of switching concerns the greatest syntactic risk and may be done by the most fluent bilinguals. intra-sentential switching is also used naturally by efl teacher and students in classroom discourse (hanna, 2004). in the present data, „intra-sentential‟ switching occurred 51 times a little less than the occurrence of inter-sentential. in regular class intra-sentential switching occurred 28 times while in english program class 23 times. in extract 5 and 6, this type of cs occured when students were doing grammar exercises. in those situation the base language that the students usually used was indonesian while the grammar exercise was in english. extract 5 shows that to employ intra-sentential switching, teachers, and students have to know the grammar of the two languages used in the utterance. in the extract, the teacher gave instructions in english to the students and gave them a puzzle. he employed intrasentential switching by inserting indonesian word ‘dalam bentuk’ (in form of) when he instructed students to read the sentences as seen move1. extract 5: (observation 2, regular class) (1) t : you want to just, try to form some sentences dalam bentuk past tense here´s for you (you want to just, try to form some sentences form of past tense here´s for you here´s for you) 27 (2) s4 : can i get a teka-teki again? (can i get a puzzle again?) (3) s2 : kita mulai dengan exercise 3, tapi bagian kedua sir (we start with exercise three but part two sir) (4) t : so there is no start and no finish i can guess, but it doesn´t matter you can start wherever you want (5) ss : {laughs} (6) t : you want just, try to form the sentence in the past tense, here´s for you here´s for you: (7) s4 :can i get a teka-teki again (can i get a puzle again) at moves 2 and 7, intra-sentential switching was employed by student (s4). s4 switched the word „teka-teki‟ in his english question as he did not know what „teka-teki‟ in english was. by placing „teka-teki‟ in the position of noun, s4 assumed to know the concept of english article „a‟. on the other turns, s2 employed intra-sentential switching in english by inserting the word „exercise 3‟ in his indonesian utterance as seen at move 3. another example of intra-sentential was observed in extract 6. this type of cs was used when teacher taught the students adjectives. the teacher inserted into his english utterance an indonesian word in one time and inserted english into his indoensian word in another time. observe the following extract. extract 6: (observation 3, english program class) (1) t : okey, for example is word narrow, this is familiar to you, ditandai aja, understand? (okey, for example is word narrow, this is familiar to you, just mark it, understand?) (2) ss : once again sir? (3) t : saya ndak akan menulis semua kata such narrow anda bisa menyebutnya langsung (i won‟t write all of these words narrow you can say them directly) (4) t : mana yang ingin anda gunakan narrower or narrowest tergantung context-nya (which one you use more narrow or the most narrow based on… at move1, the teacher inserted the words ‘ditandai aja’ (just marked it) into his english sentence to instruct the students to identify the comparative and superlative degree of each adjective. he also employed intra-sentential swicthing by inserting the word „narrow‟ into his indonesian utterance, at seen move 3 and by inserting the words „narrower or narrowest‟ into his last indonesian sentence, as observed at move 4. in extract 7, there were three occasions where intra-sentential switchings occurred. in the first and the third occasions, teacher inserted indonesian words into his english utterance while in the second occasion, he inserted an english words into indonesian sentence. however, there was an occasion, besides the three, where another kinds of switching occurred. this switching happens when an english word is embedded by an indonesian inflection or which is called „affix word‟ forms since there is a mix of two languages in the level of word (hanna: 2004), as observed in extract 7. extract 7: (observation 3, english program class) (1) t : how would you say „quite easy going‟ terdiri dari kata „quite and easy‟, what does it mean? do you know what is it? (how would you say „quite easy going‟, these consists of words „easy‟ and „quite‟ what does it mean? do you know what is easy going?) (2) s1 : kuait izi guoing, it means take it 28 easy, is it sir? (4) t : yes,it can be also for example, jangan dipaksa slow-lah easy going saja make’nya (yes, it can be also for example, take slow in dressing just easy going, don‟t be forced) (5) t : how would you say it? (7) s4 : quite quite easyto use even it‟s old fashioned (8) t : that‟s right you bisa juga katakan a pice of cake (that‟s right you can also say a pice of ake) at move 1 of extract 7, the teacher inserted indonesian words ‘terdiri dari kata’ (consists of words) into his english sentence and the word ‘bisa juga katakan’ (can also say) at move 8. in other ocussion, besides the teacher inserted an english words „easy going‟ into his indonesian utterance. interestingly, he also embedded an indonesian inflection „lah‟ into the english word „slow‟. in this respect, this kind of inflection is intended to give an emphasizing on the word „slow‟, which has similar meaning as „just‟ in english. from extract 5, 6, and 7, it can be concluded that intra-sentential switching occurred in three different cases. first, it occurred when a speaker inserted an indonsesian word into his/her english utterance (i.e. extract 5). second, it occurred when a speaker inserted english word into indonsian utterance (i.e. extract 6). the last, beside occured when speaker inserted indonesian clause in english language, it also inserted suffix into english word (i.e. extract 7). functions of teacher and students’ code switching this section presents the findings of this study dealing with the functions of cs. this study identifies different functions of cs employed both by teachers and students in the two classrooms, i.e. regular class and english program class. the functions of cs employed by the teacher include explanation, checking for understanding, grammar translation, and admonition. the functions of cs employed by the students involve students helping each other, self-repair, clearing misunderstandings,and students’ initiation. the categorization of cs functions used in this study derives from the work of hanna (2004) and canagarajah (1995). the occurences of code switching functions there are exactly ten functions of cs found from the observation with various occurrences. in this section, the ten functions of cs will be presented by the number of their occurrences in both classes: regular class and english program class. the following table shows the frequency of their occurrences with their percentage. table 4.2 the occurrences of code switching functions in two efl classrooms no functi ons of code switc hing regu lar class englis h progra m freq uenc y pecent age (100) 1 teach er: explan ation 6 1 7 11, 86 2 teach er: checki ng for unders tandin g 2 1 3 5,26 3 teach er: gram mar transl ation 6 1 7 11, 86 4 teach er: admon itions 6 6 10,52 5 stude 4 1 4 7,02 29 nts: reque sting help 6 stude nts: helpin g each other 4 4 7,02 7 stude nts: selfrepair 7 2 8 14,03 8 stude nts: unoffi cial interac tion 7 2 9 15,8 9 stude nts: cleari ng misun dersta ndings 4 4 7,02 10 stude nts: studen ts’ initiati on 3 3 5,26 total number of occurences 49 8 57 100% percentage (100%) 85,5 % 14,5% summary of findings from the presentation and discussion of the cs types and functions, it can be summarized that the three types of cs have different frequency of occurrence. in this respect, the type of cs with the most frequent occurrences is inter-sentential switching. in this case, inter-sentential was usually occurred in situations when grammar was being taught and served many functions i.e. explanation, requesting help or unofficial interaction. this phenomena happened during the interaction and might facilitate the classroom teaching and learning process (gregio: 2007). the findings furthermore show that inter-sentential switching was naturally occurred in a single turn (switch within a sentence or clause) i.e. when a student initiated cs to indonesian in a situation while the others speaking in english, to request help. inter-sentential switching could be a natural choice for a student since then he/she did not have to know both english and indonesian grammar to be able to produce a grammatically correct utterance. intra-sentential was employed in situation when teaching and learning grammar which demonstrated the nature of that situation i.e. mode of studying is indonesian but the examples are in english or vise versa. interestingly, in the data was found that the teacher and some of the students in both classes developed what so called „affixed words‟ mixing english and indonesian in the same word. tag-switching was a less common feature of classroom cs as the findings suggested. this might be because the classroom activity was structured, which means that there were not much space for free speaking because the teacher usually controlled the turns when students have turn to speak. furthermore, in teacher-led activities, the discussion did not flow naturally, although the teacher controlled it. in such situations, the students focused only on the production of a correct sentence. they did not have more attention on the discussion being present. this study reveals that four cs functions were employed by the teacher in regular class. these functions involve explaining/clarification, checking for understanding, grammar translation, and admonition, while, in english program class the teacher employed three functions of cs, which involve 30 explaining/clarification, cheking for understanding, and grammar translation. in the student function, six functions were found among the students in regular class, which involve requesting help, helping each other, self-repair, unofficial interaction, clearing misunderstanding, and student’s initiation. meanwhile, in english program class three functions of cs were found among the students, i.e. requesting for help, clearing misunderstanding, self-repair, and unofficial interaction (hanna, 2004). apart from that, cs took place in different contexts of learning. first, cs occurred when the focus of the lesson is on discussing grammar point. second, cs occurred when the students were working through a chapter. third, cs occurred when the students were doing exercises. fourth, cs occurred when the students were having a discussion. furthermore, this study also identifies that the students used english mostly in materials-dependent talk, i.e. the use of english by students as it is demanded by the learning task or the textbook (hanna 2004; 20). this is in line with the study of canagarajah (1995) which reported that english was only used for material-based communication while the first language (l1) was reserved for other activities. in this study, the material facilitates the students‟ interactions during the lessons, or for commenting on the exercise. this is in line with finding of tonbury (2005) when he says that cs is one of communication strategy that the member of classroom community use to be better understand the lesson or concept. conclusion and suggestion the present study concerns the phenomena of code switching (cs) in efl classrooms. it examine the types of cs that occurs during classroom interaction and different functions of cs employed by teacher and students. the finding reveals that both teachers and students employed three types of cs: inter-sentential, tag-switching, and intra-sentential switching. it is also found that inter-sentential switching is the most frequent type of cs which occurred in both efl classrooms. it seems that the participants in regular class is little less fluent in bilinguals than the students in english program class. this is in line with the assumption of ene (2007; see also gregio & gil, 2006) who states that cs will be more often occurrs in the speech of less fluent bilinguals. this phenomena happened during the interaction and might facilitate the classroom teaching and learning process (gregio: 2007). the finding also shows that the occurrence of cs appears to serve several functions, i.e. explanation occurred 7 times (11,86%) of total cs functions occurrence, checking for understanding occurred 3 times (5,26%), grammar translation occurred 7 times (11,86%), admonition occurred 6 (10,52%), requesting help occurred 4 times (7,02%), helping each other occurred 4 times (7,02%), selfrepair occurred 8 times (14, 3%), unofficial interaction occurred 9 times (15, 8%), clearing misunderstanding occurred 4 times (7,02%) and students‟ interaction occures 3 times (5,26%) of total cs functions occurrence. in this respect, the function of cs with the most frequent occurrence is unofficial interaction (student function), while the least frequently occurred functions are checking for understanding (teacher function)and student initiation (student function). furthermore, the data shows that the 31 function of cs occurred more often in regular than in english program class. this seems to give support to the assumption of ene (2007; see also gregio & gil, 2006), cs would be found more often in the speech of less fluent bilinguals. this study seems to suggest that the participants in regular class are less fluent in english than those in english program class since the number of cs functions in student function is much bigger in regular class than that in english program class. considering the findings of this study, it is suggested that the use of indonesian is sometimes needed during the use of english for pedagogical purpose, i.e. the students can attain certain degree of understanding. besides, by allowing the students to switch language, it is expected that the students can build their confidence with this strategy for communicating meaning in interaction. furthermore, in the use of cs teachers should not use it randomly since it will make the students confused in understanding the message. the teachers should introduce to students how cs is used in communication because the use of cs as one of among other strategies can facilitate the teacher and students interaction in english. for further investigation in the same of inquiry (code switching), another aspects of cs functions are awaiting to be investigated. in this case, if the present study how and the participants employed cs and what function the participants used for, it is important to know the student‟s perception towards the used of cs in efl classrooms. the result of the investigation will explain how important cs is in facilitating the students‟ learning. in addition, it is hopefully that the result of this study would help other researchers better understand the cs phenomenon. references alfonzetti, giovama. 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(2000). code switching and code mixing in the esl classroom: a study of pragmatic and syntactic features. advances in speech language pathology. journal of the speech pathology association of australia, 20/1, pp. 19-28. canagarajah, a. suresh. (1995). functions of code switching in esl classrooms: socialising bilingualism in jaffna. journal of multilingual and multicultural development. vol. 16, 32 no. 3, 173 195. retrived agust 4 th , 2008 from www http//www.sosiojournals.edu/mult.17 3-195/canag-sur.pro.html. chaudron, craig. (1988). second language classrooms: research on teaching and learning. cambridge: cambridge university press. cipriani, fabiana. (2001). oral participation strategies in the foreign language classroom: an ethnographic account. (2001). disertasi (mestrado em inglês). universidade federal de santa catarina, florianópolis. clark, herbert. h., & eve v. clark. (1977). psychology and language: an introduction to psycholinguistics. new york: harcourt brace jovanovich. cook, vivian. (2001). using the first language in the classroom. the canadian modern language review. vol. 57, no 3. retrived december 11 th , 2008 from http://www.utpjournals.com/jour.iht ml?lp=product/cmlr/573/573cook. html. duran, luis. toward better understanding of code switching and interlanguage in bilingualism. bilinguals article. retrived may 27 th , 2008 from http//www.ncela.gwu.edu/pubs/jeilm /vol14/duran.html. faltis, c. j. (1989). code-switching and bilingual schooling: an examination of jacobson's new concurrent approach. journal of multilingual and multicultural development,10/2, pp.117-27. flyman-mattsson, a., & burenhultmattsson, n. (1999). code-switching in second language teaching of french. working papers, 47/2, pp. 59-72. grosjean, françois. (1982). life with two languages: an introduction to bilingualism. cambridge, massachusetts: harvard university press. gumperz, john j. (1982). discourse strategies. cambridge: cambridge university press. hanna yletinen. (2004). the fuction of code switching in efl classroom discourse. unprinted thesis. retrived february 20 th , 2009 from www html version of file http://thesis.jyu.f1/v04/g0000707. pdf. hymes (eds.) directions in sociolinguisti code switching: the ethnography of communication. journal of socialinguistic. new york: holt, rinehart and winston inc, 8/2, pp. 407-434. jacobson, r. (1983). inter-sentential codes witching: an educationally justifiable strategy. eric document reproduction service, ed231/ 221. jorgensen, j.n. (1998). children‟s acquisition of code-switching for power-wielding. in auer, peter (ed) code-switching in conversation: language, interaction and identity. london: routledge, 5/1 pp. 237-258. kovács, magdolna. (2001). codeswitching and language shift in australian indonesian in comparison with australian hungarian. åbo: åbo akademi university press. lasley., & kaperzyk. (2006). the implementation of code switching in classrooms. journal of socialinguistic. retrived may 17 th , 2008 from www http//www.beiwaionline.com/tutor/2 http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/573/573cook http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/573/573cook http://thesis.jyu.f1/v04/g0000707.%20pdf http://thesis.jyu.f1/v04/g0000707.%20pdf 33 003.collection/liuaichun.html. lipski, jhon. (1985). linguistic aspect of spanish-english language switching. arizona; center for latin american studies. lynch, brian k. (1996). language program evaluation: theory and practice. oakleigh, melbourne: cambridge university press. lörscher, wolfgang. 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(1993). dueling languages: grammatical structure in code switching. oxford: clarendon. polio, charlene g. and patricia a. duff. (1994). teachers‟ language use in university foreign language classrooms: a qualitative analysis of english and target language alternation. the modern language teaching. poplack, shana. (1980). sometimes i‟ll start a sentence in spanish y termino spanol: toward a typology of codeswitching. linguistics journal, 18, pp.581-618. romaine, suzanne. (1995). bilingualism. 2nd edition. oxford: blackwell. simon, diana-lee. 2001. towards a new understanding of cs in the foreign language classroom. bilingualism journal. code switching worldwide ii. berlin: mouton de gruyter, 28/3, pp. 311342. http://www.beiwaionline.com/tutor/2003collection/liuaichun.htm journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 79 english training program through debate method for teachers of smkn 1 singosari malang arining wibowo (1) (cacamarisa90@yahoo.com (1) ) kanjuruhan university of malang abstract the aim of this training is to teach english language teachers of vocational high school/smkn 1 singosari malang. the absolute role of english as a medium of communication and learning for vocational students is undeniable. vocational high school is dedicated to produce technical worker which they are prepared to be readily working after graduated without continuing to study on college degree. by having english language as their fluent second language, alumnus will have big weapon to compete in the current bothersome job demand. problem of teaching-learning english is the one background of this training. english debate method is a new method in smkn 1 which they are introduced various techniques to learn english. by this method, teachers will be talented to teach english to students actively and innovatively. the result of this training told us that english debate is effective method to be applied on teaching-learning english especially on speaking. keywords: english debate, smkn 1 singosari malang, training introduction responding to the role of english in the modern world lately has caused increasingly widespread tendency to teach or introduce english in various circles and education level. school smk (vocational high school) is known as secondary education institutions practitioners working printer. smk has several departments (education program) in terms of employment where students can plunge into the field of work after studying for three years. this is in contrast to the high school level sma (senior high school) that puts the exact subjects, non-exact and language and do not equip students with the expertise of specialized labor. for the vocational school graduates, english is absolutely necessary or even mandatory to be ruled given they will be directly involved in the world of work is now qualified with the english language. for that learning english at smk be one of the priorities that should be encouraged. having conducted interviews with classroom teachers and principals smk 1 singosarimalang obtained the explanation that there are still difficulties on their english learning process, especially concerning the speaking skill. to overcome this, the english language training for teachers journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 80 need to be held to equip the teachers in order to equip students with english skills that are needed in employment. the purpose of this devotion to equip an english teacher at smk 1 singosari in improving the capability and expertise to teach english and also can be used as one method of learning english in smk 1 singosarimalang. after the training was held for teachers smk 1 singosarimalang, there was a significant result is an increase in the knowledge of the teachers in teaching english, especially in the areas of speaking. this is consistent with the mission of this training is english debate is expected to improve the ability of teachers, especially in the areas of speaking. english debate english debate is one of the most brilliant alternative to hone and improve their english. when we argue we are not only wearing speaking skills, because at the same time, we also use listening skills (having to listen to all the arguments detail opponent team). before the debate we must also prepare for the debate material, which when doing so, we have to look for information related to a given topic on the internet or other sources, where it will automatically train reading skills because we are obliged to read the material. after that we also have to write the information down and arrange them in a way that sepersuasif and semeyakinkan possible to be able to make the jury and the audience understands and supports our argument, this is where writing skills are trained skill. so, basically following the english debate competition, we will be faced with the situation and the conditions in which we have to use and train all english language skills (speaking, listening, reading, writing) at the same time. this of course, is the most appropriate way to improve our english skills. and not only english skills, at the same time we can also increase confidence when speaking in public, and we will also improve the analytic thinking (thinking analysis), where we will be trained to analyze each of the hot topics of national and international worldwide with way of critical thinking, and logical (as in the case of political, social, economic, cultural, legal, war, middle east, global warming, etc.). this of course would turn us into people who are more knowledgeable and concerned with all sorts of events (problems / conflicts) around us both in the national and international territory. method of execution there are six steps to realize training activities can walk up. the sixth step is described as follows: (1) the planning of training activities with teachers and principals (2) designing materials (3) creation of english language materials and drawing (4) training basic english (5) practice speaking english and drawing (6) evaluation. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 81 discussion 1st session : introduction to theories of learning english for adults: this session held after the opening. in this session, speakers explore various things about the english language learning theory. it is most emphasized in this session is a fundamental difference of language learning method for adults and children. briefly speakers also spoke briefly about the different characteristics of the child, how to achieve a fun learning situation, choose the appropriate method for some children who have a unique character, and so forth. 2nd session : introduction methods english debate: in this session the participants training (training) introduced about a good debate and how the strategy debate in english. 3rd session : how to search for source material : in today's technological era, the use of the internet can be very helpful in finding references teaching materials. many sources that provide learning materials for children. to the teachers and principals also provided about ways to get these different sources either through paid or free sites altogether. 4th session : performance: in this session, the participants were given the opportunity to demonstrate performance by practicing methods of debate. 5th session : evaluation: in accordance with the draft evaluation contained in the filing of this devotion, the executive committee also set the final evaluation. standard imposed is at least training participants can be said to be successful if at least 75% achieved a score of learning. training is successful if at least 85% of the number of participants successfully. the success rate of this can be seen from the response training participants in carrying out training through the understanding of the material has been delivered, including the activity of the participants in response and ask about related material. conclusion based on the results of the feedback obtained from the participants obtained information that the training activities (training) is very relevant to the needs of the participants to teach back to his disciples students smk 1 singosari malang. they feel a new insight and skill to applicable and helpful. in addition they are also happy with the techniques and training methods are applied. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 82 references brewster, j., ellis, g., & girard, d. (2002). the primary english teacher’s guide. england: pearson plc. hewlett, claire., ward, hellen., roden, judith., & julie foreman. (1988). teaching science in the primary classroom: a practical guide (paperback). paul chapman publishing asage publications. mulyasa, e. (2002). kurikulum berbasis kompetensi konsep, karakteristik dan implementasi. bandung, rosdakarya. sugiyono. (2002). teori pendidikan praktis. bandung: alfabeta. 1 the interference of native language into english pronunciation taufik suadiyatno (taufiklombok7@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research was aimed at finding out how the native language interfere the english pronunciation and to identify the native language sounds that interfere the english pronunciation of the third semester of english department students of ikip mataram in the academic year 2013/2014. this research was a qualitative research. the subjects of this research were the third semester of english department students of ikip mataram in the academic year 2013/2014 that were selected based on certain category. the data was collected through observation and analyzed through some steps namely (1) transcribing the data, (2) reducing the data, (3) displaying the data that have been reduced and then drawing and verifying conclusion. based on the result of data analysis it can be concluded that the native language interfere the students‟ english pronunciation automatically when the english words sounds that they produced do not exist in their mother tongue. the researcher found some native language sound that interfere their english pronunciation, such as: vowel sound: // for //, /a/ for /ɑ/, // for /i/, // for //, // for /u/, /a/ and //, for /ɑ/. where as in consonant are: /p/ for /f/, /t/ for // and //, and /s/ for /ʃ/. key words: interference, pronunciation, sound, utterance 1 the interference of native language into english pronunciation taufik suadiyatno (taufiklombok7@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research was aimed at finding out how the native language interfere the english pronunciation and to identify the native language sounds that interfere the english pronunciation of the third semester of english department students of ikip mataram in the academic year 2013/2014. this research was a qualitative research. the subjects of this research were the third semester of english department students of ikip mataram in the academic year 2013/2014 that were selected based on certain category. the data was collected through observation and analyzed through some steps namely (1) transcribing the data, (2) reducing the data, (3) displaying the data that have been reduced and then drawing and verifying conclusion. based on the result of data analysis it can be concluded that the native language interfere the students‟ english pronunciation automatically when the english words sounds that they produced do not exist in their mother tongue. the researcher found some native language sound that interfere their english pronunciation, such as: vowel sound: // for //, /a/ for /ɑ/, // for /i/, // for //, // for /u/, /a/ and //, for /ɑ/. where as in consonant are: /p/ for /f/, /t/ for // and //, and /s/ for /ʃ/. key words: interference, pronunciation, sound, utterance 2 introduction english as an international language has been the most widely used as a means of communication among people around the world. english grow rapidly particularly in technology and science. in addition, we often find that a lot of news on newspapers, television, radio, and internet are uttered or written in english. therefore, english is learned all around the world as a second or foreign language. in indonesia, english is learned as foreign language. however, as international language, indonesian government has decreed that english as one of compulsory subjects from secondary school. as alwasilah (1997: 85) states that english is a part of general education being taught to provide indonesian students with global language ( english) understanding to be applied in their daily life. indonesian students learn english formally at school environment or artificial training ground. in other word, indonesian students learn english in formal learning situation. as a result, when they attempt to use english to communicate they often make some error as well as mistake by transferring their native language rules or structures in their english utterance. such thing happens due to the differences between indonesian and english, for instance, in syntactic structures, phonological elements etc. in short, indonesian language rules interfere in english so indonesian students utterance is not likely to be naturally applied. in term of first language interference in second language learning, brown (2000 : 95) states that it has been common in second language teaching to stress the role of interference, that is, the interfering effect of native language on the target (the second) language. it is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learner. the saliency of interference has been so strong that some have viewed second language learning as an exclusively involving the overcoming of the effects of the native language. it is clear from the learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. based on the phenomena above, the researcher focused his attention on studying the negative transfer or interfering native language pronunciation on english utterance when indonesian learners of english attempt to use english. this research takes place at english department of ikip mataram. 3 review of related literature problems in second language learning learning a second language is a long and complex undertaking. many variables are involved in the acquisition process. language learning is not a set of easy steps that can be programmed in quick do-it-yourself kit. so much is at stake that courses in foreign languages are often inadequate training grounds, in and of themselves, for the successful learning of a second language. few if any people achieve fluency in a foreign language solely within the confines of the classroom. (brown, 2000: 1). it seems more difficult for young learner of english to learn english systems and they are less fluent when they attempt to use english (spoken and written). this case is frequently found everywhere in schools or in english training grounds. it is predominantly due to the influence the mother tongue or first language rules or structures to target language, well known as negative language transfer or language interference. furthermore, the other issue is teachers‟ methods in facilitating teaching and learning process. many teachers usually emphasize on l2 syntactic structure without considering students characteristics, what stage students are on as well as students cognitive. these things often drive learners get difficulties in learning second or foreign language. moreover as stated above that there are many differences as well as contrast between l1 and l2. therefore, teachers must play important role in encouraging learners to learn second language. for instance, teachers have to consider learners backgrounds, characteristics, ages, etc. in choosing appropriate teaching methods, materials, and the most important is to cut down on learners anxiety while teaching and learning process. language transfer and interference it is not an arguable matter that in the process of second language learning the mother tongue and the first language of learner are considered as a barrier of second language use. learner often transfers the elements of his or her native language when he or she performs target language. this transfer is referred to as negative transfer or interference. however, the learners‟ native language can also facilitate l2 acquisition, for instance, when l1 syntactical structure is similar to that of l2, it is so-called positive transfer. transfer is a general item describing the carryover of previous performance or knowledge to subsequent learning. positive transfer occurs when the prior knowledge benefits the learning task – that is, when a previous item is correctly applied to present subject matter. negative transfer occurs when previous performance disrupts the performance of a second task. the latter can be referred to as interference. in that previously learned material interferes with subsequent material – a previous item is incorrectly transferred or incorrectly 4 associated with an item to be learned (brown, 2000: 94). brown (2000: 94-97) classifies language transfer into positive transfer and overgeneralization and negative transfer or interference. positive transfer positive transfer occurs when learners‟ native language can facilitate second language acquisition. for instance, an indonesian learner of english will find it easier to construct a sentence of this kind; i go to market every day the sentence above has the equivalent structure with the following indonesian sentence; saya pergi ke pasar setiap hari in this case, an indonesian learner of english transfers indonesian grammatical structure positively because of similarity between indonesian and english structure. overgeneralization it is also called intralingual transfer or developmental error. it refers to a process that occurs as the second languageirrespective of the native language-beyond legitimate bounds. in other word, we may also define overgeneralization as a negative transfer within the second language itself. for example, a learner may say “the bird flied” instead of “the bird flew”. learner overgeneralize regular past tense ending (walked, opened) as applicable to all past tense forms (goed, flied, putted) until they recognize a subset of verbs belong in an irregular category. interference brown (2000: 94-95) said that it has been common in second language teaching to stress the role of interference-that is, the interfering effects of the native language on the target ( the second ) language. it is of course not surprising that this process has been so singled out, for nativelanguage interference is surely the most immediately noticeable source of error among second language learners. the saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effect of native language. it is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. the native language is an obvious set of prior experience. sometimes the native language is negatively transferred, and we say then that interference has occurred. hartman and stork (1972) (in jendra 2010: 95) state that interferences are errors made by carrying over the speech habits of the native language or dialect into a second language or dialect. when learners are speaking in l2, they tend to rely on their l1 structures to produce the utterances. if the structures of the two languages are so much different, then the influences of l1 produce errors in the l2. in other word, errors found in the l2 are indicating some interference of l1 on the l2. saville and troike (2005: 16-21) in addition, state that negative transfer or interference occurs when l1 structure is used in an l2 utterance and that use 5 is inappropriate and considered an error. types of interference in english (spoken or written) by learners of indonesia, interference is not seldom. many indonesian learners are often found to misuse the english verb “use” to produce expression such as “i use black shoes” or “i don‟t use glasses”. in such utterance the verb “use‟ has been misinterpreted to correspond with “wear‟. it occurs because in indonesian people can say „memakai sepatu‟ and „memakai pensil‟. however, it should be learnt that the verb „memakai sepatu‟ correspond to “wear‟ but in „memakai pensil‟ the verb „memakai‟ will be equal to “use”. thus, the english sentence above should be “i wear black shoes” ( jendra, 2010:97). interference may occur in entire language elements such as; phonology, grammar, lexicon, and spelling. phonological interference involves the transfer of the phonological system of l1 to l2, which also includes the sound characteristics of the first language, e.g. stress, rhythm, and intonation. this type of interference is likely where sound features of the two languages differ from each other, or if an element of one language is not represented in the other. grammatical interference refers to syntactical structure, that is, sentence structure as well as word order, use of pronoun and determiner, preposition, tense etc. in english, for instance, adverb of times are normally placed at the end of sentence. thus, an indonesian learner of english might produce a sentence like this; usually i go to school. and also, native language prepositions often interfere english when indonesian learners attempt to speak english, for example, they might say “i am married with maya” instead of “i am married to maya‟, it is because indonesian learners of english assume that indonesian preposition “dengan‟ always equals to “with‟ in all english sentences. the third, lexical interference, it has two types, word level and semantic, interference at word level occurs when learner uses his or her native language word when he or she does not know its equivalent in english, while semantic interference occurs when the meaning of a word from l1 is extended to a corresponding word in l2. the last, interference in spelling, this kind of interference means the transfer of writing habits or conventions of one language to the other. it predominantly occurs when learners of a language are not very familiar with its orthography yet, and therefore they might be tempted to apply the rules of spelling of their native language and/or follow their perception of the less familiar language (http://www.elstudento.org). furthermore, jendra (2010: 94-97) classifies interference of indonesian in english into; vocabulary (lexical), grammatical, and phonological. 6 1. lexical interference for example; the interfered english ; “who works hard will success in life‟. the equivalent in indonesian ; ‘siapa yang bekerja keras akan sukes dalam kehidupan’. the correct english; who works hard will succeed / get success in life. in indonesian the verb berhasil has the synonym ‘sukses’. the word “sukses” is (apparently a borrowing from english ) used as a verb as well as adjective. however, in english “success” is only a noun while the verb is “succeed”. thus, the verb berhasil or sukses in indonesian should correspond to the verb “succeed” but not sukses. 2. grammatical interference for example; the interfered english; i have watched that movie yesterday it is common for indonesian learners of english to assume that the use of structure; have/has + past participle in english correspond to sudah (already done), and to combine the time expression ‘kemarin’ (yesterday) with ‘sudah’ is standard in indonesian. however, in english „yesterday‟ is not normally used in present perfect tense, yet it is usually used in simple past tense. thus, the use of yesterday in the sentence above happens because of indonesian equivalent expression. 3. phonological interference this case is the most frequently found in indonesian learners of english utterance. for example; learners often make no distinctions in pronouncing with and /wit/. indonesian learners, for instance, often pronounce [d] and [t] for [ð] and [θ] this shows clearly that phonological interference can easily be recognized as a “foreign accent”. research method in this study the researcher applied a qualitative approach. according to denzin and lincoln as cited in lodico (2010: 34) qualitative research is a situated activity that locates the observer in the world. it consists of a set of interpretive, material practices that make the world visible. these practices transform the world. they turn the world into series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. at this level, qualitative research involves an interpretive, naturalistic approach to the world. this means that qualitative researcher study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meaning people bring to them. in this study the researcher determined research subjects based on certain criteria such as; the participants have normal speech organ and native sasak. the subjects of this study were the third semester students of english department of ikip mataram in the academic year 2013/ 2014. in line with the procedure of data collection in term of qualitative research, the most appropriate method applied in this study was observation. in doing their observation the researcher did the following phases; (1) the researcher asked the participants to read list of english words and sentences, (2) the researcher used cell phone as a tool to record the participants‟ pronunciation, (3) the researcher transcribed the participants‟ pronunciation in the form of phonetic symbol. furthermore, as what miles and huberman (1994:1) stated that the data in qualitative research are in the form of words rather than number or statistical data. 7 after giving brief explanation of how to pronounce english appropriately for two meetings the researcher then recorded the students‟ pronunciation for five times on tenth, eleventh, twelfth, sixteenth, and nineteenth of december 2013 in five different classes. this study conducted a qualitative research proposed to find, to verify and then to describe the negative transfer of indonesian pronunciations to that of english. in this case, in order to know the interference of native language pronunciations the researcher used cell phone to record the subjects‟ pronunciations. therefore, in the data analysis, the researcher wanted to find out the interference of native language pronunciation toward english utterance of the third semester students of english department of ikip mataram. the data collected were analyzed using the following steps such as; (1) transcribing the collected data, (2) reducing the data, (3) display the data that have been reduced and then drawing and verifying conclusion (miles and huberman, 1994: 1011). research finding and discussion research finding in conducting this study the researcher applied observation method and used cell phone as a tool for recording students‟ english pronunciation. after collecting the data, the researcher transcribed the recorded students‟ pronunciations in form of phonetic symbols. and then, the researcher analyzed the collected data through three steps. first, data reduction, in reducing the data the researcher selected, focused, simplified and transformed the raw data that consist of words which reflected the interference of native language sounds into the student english utterances. second, data display, in displaying the data the researcher organized of assembling the collected data of language interference. third, after all data have been reduced and displayed, the next step is verification. thus, before the researcher drew the conclusion, all collected data needed to be verified as means of finding the meaningful conclusion. the following table reflects the negative transfer of native language pronunciation toward english utterance of the third semester students of english department of ikip mataram in the academic year 2013/2014. table 1. the interfering effects of indonesian pronunciation on students‟ english utterance no students code words transcriptions subjects‟ pronunciations dictionary transcriptions 1 se and, bag, pool, see, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si, s, s, tik, t, ad, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , 8 , r,  2 ti and, bag, pool, see, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si, s, s, tik, t, ad, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  3 aw and, bag, pool, pull, full, see, sea, she, sort, short, thick, thank, father, ship, sheep, three, pond nd, bg, pl, pul, s, s, st, st, tk, t,ad, s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  4 mapa and, bag, pool, see, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si, s, s, tik, t, ad, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  5 lms and, bag, pool, pull,full, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three nd, bg, s, si,, sot, tk, t,ad, wand, s, s, tr nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r 6 es and, bag, pool, pull,full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three nd, bg, pl, pul, s,, sot, tk, t,fd, wand(r), s, s, tr nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r 7 h and, bag, pool, pull,full, see, sea, she, sort, short, bird, thick, thank, father, wander, nd, bg, pl, s, si,s, sot, tk, t,ad, wand(r), s, nd, bg, pl, , , , st, t, bd, k, 9 ship, sheep, three s, r k,(r), wnd(r), ,   8 ipp and, bag, pool, see, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si, s, s, tik, t, ad, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  9 bmj and, bag, pool, full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond  nd, bg, pl, s, si,, st, t, k, ,, wand(r), s, s, r,  nd, bg, pl, s, st, t, bd, k, k, (r), wnd(r), , , r 10 ss and, bag, pool, pull,full, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three  nd, bg, pl, s, si,, sot, ot, bd, tk, ,d, wnd(r), s, s, r nd, bg, pl, s, st, t, bd, k, k, (r), wnd(r), , , r 11 s and, bag,pool, pull,full, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three  nd, bg, pl, ful, s, si, bir, k, ,, wnd(r), s, s, r nd, bg, pl, ful, s, sot, ot, bd, k, k, (r), wnd(r), , , r 12 bnsh and,bag, pool, pull,full, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three  nd, bg, pl, pul, s, si,, sot, ot, bd, k, e,d, wnd(r), s, s, r nd, bg, pl, ful, s, sot, ot, bd, k, k, (r), wnd(r), , , r 13 rap and, bag, pool, pull,full, see, sea, she, sort, short, nd, bg, pl, pl, s, si, ,ot, tk, nd, bg, pl, ful, s, 10 thick, thank, father, wander, ship, sheep, three, pond  ,, wnd(r), s, s, r,  sot, ot, k, k, (r), wnd(r), , , r,  14 h and,bag, pool, pull, full, see, sea, she, short, bird, thick, thank, father, wander, ship, sheep, three  nd, bg, pl, pul, s, si, , sot, tk, tik, t,padr, wand(r), s, s, tr nd, bg, pl, ful, , st, t, k, k, (r), wnd(r), , , r 15 iws and, bag, pool, pull,full, see, sea, she, sort, short, bird, thank, father, wander, ship, sheep, three, pond                         16 is and, bag, pool, see, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si, s, s, tik, t, ad, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  17 hs and, bag, pool, pull, full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl,,, s, si,s, st, tk, t,dr, wnd(r), s, s, tr,  nd,  s , , st, t, k, k, (r), wnd(r), , , r,  18 sf and, bag, pool,see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, s, si,, sort, sort, bd, tk, e,dr, wnd(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r, 11  19 r and,bag, pool,full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond ,bg, pl,, s, s, st, tk, t,dr, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  20 zz and, bag, pool, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg , pul, s, si,, sot, k, tk,, wnd(r), , , tr, pond nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  21 hh and, bag, pool, full, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, pul, s, si,s, st, st, tk, t,pd, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  22 wa and,bag, pool, full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond nd, bg, pl, pul, s, si,s, s, tk, e,, wand(r), s, s, tr,  nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  23 sa and, bag, pool, see, sea, she, sort, short, bird, thick, thank, father, wander, ship, sheep, three, pond       nd, bg, pl, fl, s , sot, ot, k, k, (r), 12      wnd(r), , , r,  24 ag and, bag, pool,full, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond            nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  25 p and, bag, pool, see, sea, she, sort, short, thick, thank, father, wander, ship, sheep, three, pond            nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  26 esy and, bag, pool, pull, see, sea, she, thick, thank, father, wander, ship, sheep, three, pond            nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  27 sr and, bag, pool, see, sea, she, sort, short, bird, thick, thank, father, wander, three, pond         nd, bg, pl, fl, s , sot, ot, k, k, (r), wnd(r), , , r,  28 rsp and, bag, pool,  nd, bg, pl, 13 see, sea, she, sort, short, bird, thick, thank, father, wander, three, pond        fl, s , sot, ot, k, k, (r), wnd(r), , , r,  discussion based on the table above the researcher found so many errors in the students‟ pronunciations that is caused by negative transfer of native language to students‟ english pronunciations. sasak language pronunciation (sounds) interfered english utterance of the students. they used their native language sound system inappropriately instead of the correct english pronunciation or the way english words should be pronounced. in the present study the researcher found that the average students encountered difficulties in pronouncing several english phonemes such as; (1) unrounded front vowel //, (2) unrounded close front vowel //, (3) unrounded low back vowel //, (4) rounded mid back vowel //, (5) rounded tense high back vowel //, (6) unrounded mid central vowel //,(7) rounded mid back vowel //, (8) voiceless labiodental fricative //, (9) voiced alveopalatal fricative //, (10) voiceless inter-dental fricative //, (11) voiced inter-dental fricative//. these difficulties are dominantly caused by the absence of those sounds in their native language (sasak). as a result, the students frequently used the closest correspondence of those difficult english sounds when they attempted to pronounce english words. for instance, the students pronounced the sentence ‟i have three cats under the tree” as; “ai hp tri kts andr dtri” instead of the correct one “hv kt() ”. 1. unrounded low front vowel // average students incorrectly pronounced the english word bag as [bg] so they did not distinguish the pronunciation of the minimal pair “bag” and “beg”. the students did not distinguish the pronunciation of these two minimal pair. another example is “bat” and “bet”. such thing happens due to the absence of phoneme // in bahasa indonesia. so, the students did interfered their english pronunciation by using the closest correspondence of the english sound //. the students substituted indonesian // such as in indonesian word karet /kart/ for english //. 2. unrounded low back vowel // this sound found in english word father /()/. in this study the researcher s found several students pronounced // incorrectly by using the indonesian sound // just as in indonesian word kadal /kadal/ instead. it happened because indonesian has no long vowels. 3. tense unrounded high front vowel // this sound feature exists in the words sheep, see, sea and, three (//, //, //, //). in pronouncing 14 these words several students tended to use indonesian phoneme // as in indonesian word “pisang” /pisa/ to substitute //. it happens due to the absence of long or tense vowel in bahasa indonesia. for example, when the students attempted to pronounce the minimal pair ship and sheep they tended to pronounce it as // without long vowel. 4. rounded mid back vowel // this sound exists in the words such as; sort, short, port (//, //, //), etc. bahasa indonesia does not possess this sound, yet bahasa indonesia has // as in word boleh //and // just as in open syllable soto //, but indonesian has no long vowel. so, as the result most of the students tended to pronounce the word, for example, port as / pt/ and sort as //. 5. rounded tense high back vowel // several students did not distinguish between the english sounds // and // when they pronounced english words that consist of especially the long vowel // as in word “pool”. as the result they pronounced the minimal pair “pool‟ and “pull‟ similarly as //. the students used indonesian sound //that used in closed syllable or // that used in open syllable for both english // and tense vowel // so the students did not distinguish pull and pool in their pronunciations. as the result some of the students pronounced pull and pool in the similar way as /l/ or //. 6. tense mid central vowel// sasak or indonesian language does not possess this sound, yet it has the sound //, as in word “kertas‟ //, as the closest correspondence for the phoneme //. the researcher found most of the students pronounced “bird‟ inappropriately as //. this pronunciation error happened because of the absence of the phoneme in sasak or indonesian. 7. rounded mid back vowel // this sound found in english words such as pond and wander, these words are pronounced as // and / ()/. in his study the researcher found many students incorrectly pronounced those words as they are spelled, as // and /wander/. furthermore, this error was caused by the absence of the sound // in indonesian. so, the students substituted the indonesian sounds // or // for english sound //. it was due to the similarity in the way those sounds are produced. 8. voiceless labiodentals fricative // the researcher found that many students did error in pronouncing the consonant sound //. the students did not distinguish the pronunciation of the minimal pairs “pond and fond” and “full and pull”. in sasak language, that phoneme does not exist. as the result, the students pronounced pond and fond similarly as // or //. for example is the minimal pair “full and pull”, several students did not distinguish between // and // so these words are pronounced similarly as //. another example is “father‟ is pronounced as //. in several sasak words phoneme // exists in words such as; fitnah, fitrah, falsafah. yet those words are not genuinely derived from malay or indonesian. those words are derived from arabic. in other words, those words are loan word from arabic. 9. voiceless dental fricative // 15 the students pronounced some words that consisted of phoneme interdental fricative // incorrectly, for example, when they pronounced “three‟ and “tree” the researcher found that they tended to pronounced those words similarly as / /. the researcher also found the students pronounced “thank” and “tank” similarly as //. 10. voiced dental fricative // the researcher found that many students pronounced the word father as / /. this pattern of pronunciation is also found when the students pronounced the words ‘this and dish’, they do not distinguish the way they pronounced those words. the students pronounced those words (this and dish) similarly as //. in sasak language or even in indonesian the closest correspondence for sound // is //. so, most of indonesian students tended to use // as the substitution for //. 11. voiceless postalveolar / alveopalatal fricative// many students did not differentiate between the pronunciation of the sounds // and //. for example in pronouncing the words short and sort the students pronounced them as /t/. these kinds of error were also found when the students pronounced the words see and she, they tended to pronounce the minimal pair similarly as //. the students also pronounced the word ship as //. this sound actually exists in indonesian for example in the words such as; syirik, musyawarah, syahid, syarat. but these words are derived from arabic and not originally from native indonesian. based on the explanations above the researcher concluded that the source of errors in students english pronunciation is the influence of mother tongue or what so-called language interference. in this case, the students were frequently found using their language sounds pattern in uttering or pronouncing english words or sentences. let us take for example, they pronounced the word “thank” as // instead of the correct one //. the student substituted indonesian sound patterns for that of english, // for //and // for //. other factors that caused interference in the students utterance, one of them is the absence of long vowel just as in sound //, so some students pronounced the minimal pair sheep and ship similarly as //. besides, the researcher s also found some students pronounce english words as they were spelled, for example, they pronounced bird as // or //. the researcher also had identified terribly complete error such as when some students pronounced the word thank, the students pronounced thank as //. in this case, the students substituted /t/ such as in indonesian word teman /tman/ for //, sound // such as in word karet /kart/ for // and sound // such as in indonesian word seng /s/ for english cluster consonant //. conclusion and suggestion after analyzing the data the researcher made a conclusion based on direct observation at the third semester students of english department of ikip mataram in the academic year 2013/2014. the researcher found most of the students did interference in their english pronunciations. 16 referring to the data that the researcher found during carrying out this present study it shows that the students or the research subjects made interlanguage errors or interference in their english pronunciations. those interferences happened because the students transferred their native language (sasak) sounds features into their english pronunciation negatively. the third semester students of english department of ikip mataram in the academic year 2013/2014 transferred their indonesian sounds negatively using the nearest l1 equivalents in the foreign language (english) as what weinrich (in edwards and zampini, 1997: 67) call sound substitution, that is a learner uses the nearest l1 equivalent in the l2. the researcher found the students interfered their english utterances in the following ways. the students substituted indonesian sound // just as in indonesian word karet // for english //. the students substituted sound /a/ for //. the students substituted indonesian /i/ for //. the students substituted indonesian sounds /a/ and // for english //. the students substituted sasak sound // that used in closed syllable or // that used in open syllable for english // and tense vowel // so the students did not distinguish pull and pool in their pronunciations. the students substituted indonesian sound // for both english sound // and //. the students substituted indonesian sound // for english //. the students substituted // for //. the students substituted // for //. the students substituted // for //. the students substituted // for //. suggestion the result of data analysis shows that the third semester students of english department of ikip mataram in the academic year 2013/2014 have low ability in pronouncing english words, such things were indicated by their tendency to transfer their native language sound features negatively into their english pronunciation. therefore, the researcher would like to give some suggestions which hopefully will be benefit and give contribution for english teachers/ lectures, the students of english department, and the next researcher who are interested to conduct a research that focus on phonology, foreign or second language learning and phonology. the suggestions are given below: 1.teachers/ lectures should: a. give the students more pronunciation practice in order that they can pronounce english clearly and appropriately. b. pay his attention on students‟ english pronunciation more seriously. especially when the students attempt to pronounce all english vowels such as; //, //, //, //, //, //, //, // and several english consonants such as; //, //, // and //. c. be careful in providing and selecting the pronunciation materials to improve their students ability in pronouncing english words. for example, if the teacher/lecture provides a listening material in form of conversation, the speaker in the recording must be native speaker of english, because the teacher/ lecture should provide his or her students with the most appropriate listening materials. 2.students should a. have good self-awareness in motivating themselves to do a lot of pronunciation practices. for instance, the students can read 17 english short story or novels loudly. they can also improve their pronunciation ability through listening to english songs, watching english movies to get the clarification of how english words are pronounced correctly. b. have a kind of english conversation club as extracurricular activity or they can practice speaking with their peer to get more fluency in speaking or pronouncing english. c. look up the dictionary when they find difficult words in order to know the meaning of the words and how they are pronounced. in this case, the researcher would like to recommend the students to use oxford or cambridge dictionary. 3. other researcher a. the result of this study can be used as a reference for further researches that are related to second or foreign language learning and phonology. b. this research may not be perfectly satisfied. hence, the researcher hopes other researcher to conduct researches on a similar problem perfectly. c. furthermore, the researcher admits that there are some weaknesses in this thesis. the researchers‟ biggest problem is lack of references to enrich their research, so the researcher hoped the other researcher who are interested in studying the similar topic to improve their research by enriching the references. 18 references alwasilah, a. chaedar. 2000. politik bahasa dan pendidikan. bandung: pt. remaja rosdakarya. brown, h, douglas. 2000. principle of language teaching and learning. san fransisco: san fransisco state university, longman. edwards, jette g. hansen and mary l. zampini. 2008. phonology and second language acquisition. amsterdam: john benjamin publishing company. jendra, made irawan indrawan, 2010. sociolinguistics. yogyakarta: graha ilmu lodico, marguerite g. 2010.methods in educational research. san fransisco. jossey bass publisher. miles, m.b., and huberman, a.m. 1994. qualitative data analysis (2nd ed.). london: sage pablication. saville, muriel, and troike. 2006. introducing second language acquisition. new york: cambridge university press. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2311 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.121-124 121 improving the students’ vocabulary by using “go fish” game moh. nurman lamongan islamic university mohnurman1982@gmail.com abstract the present study aims at explaining how to improve the students’ vocabulary mastery by using “go fish” game. the study belongs to classroom action research. the participants of the study are one hundred and twenty-two junior high school students of the seventh grade. to measure the improvement of students’ vocabulary mastery, the study used test. the finding showed that the mean score, 92,41 in the second cycle had met the criteria of success. it means that the use of go fish game in teaching vocabulary can improve the students’ vocabulary mastery. keywords: go fish game, vocabulary introduction vocabulary is defined as “all words in a particular language” (wehmeier, et al., 2005: 1707 cited in cahyono &widiati, 2011: 107). vocabulary is important to support mastery of language skills. vocabulary, in addition to grammar and pronunciation, is one of language elements considered necessary for language mastery. vocabulary teaching aims at enabling learners to understand the concepts unfamiliar words gain a greater number of words, and use words successfully for communicative purpose. generically, vocabulary is the knowledge of meanings of words (kamil, 2005: 3). widiati (2011) states that good vocabulary mastery supports mastery of each of the language skills, both receptive (listening and reading) and productive (speaking and writing). learning vocabulary is one of the first steps in learning a second language or a foreign language, but a learner never finishes vocabulary acquisition. whether in one’s native language or a second language, the acquisition of new vocabulary is an ongoing process. there are many techniques which can help one acquire new vocabulary memorization. most educators believe that vocabulary instruction is critical in any classroom. the issue is not whether we should have vocabulary instruction, but how to make that vocabulary instruction have meaning beyond assigned word lists. most of us have struggled and continue to puzzle over how to teach vocabulary in meaningful and memorable ways so our students have access to the words in their reading, writing, and thinking (allen, 2007: 3). learning strategies can play important role in development because they encourage the learner’s active involvement in the learning process. hunt and beglar (2002) as cited in cahyono and widiati (2011: 110) describe three approaches to vocabulary teaching and learning, those are, incidental learning, explicit instruction, and independent strategy development. incidental learning is learning vocabulary by product of doing other language activities, for example, 122 reading and writing. as reviewed by hunt and beglar (2002), several studies gave confirmed that extensive reading and listening contribute to the incidental vocabulary learning. in contrast, explicit instruction refers to intentional learning of vocabulary through instruction, which is essential for beginning students whose lack of vocabulary limits their reading ability. to teach vocabulary, teachers should be creative to make the students not bored and feel interested in learning vocabulary in other that their vocabulary mastery can be improved. one of the strategy can be used to improve the students’ vocabulary mastery is game. game is a contest between the players who interact each other by following certain rules to achieve the purpose of examination-specific (sadiman, 2010: 75). according to pribadi (2009: 43), game is competitive and directs students to be able to reach certain achievement or learning outcomes. the game should be fun for students. in general, the core of game is there are winners and losers. the winning party will get a reward, while the losers have to train harder to win the game. go fish game as a vocabulary learning method. according to mukarto (1989) as cited in cahyono and widiati (2011: 115) “go fish” game proved to be one of the best solutions. it can help students overcome their poor mastery of vocabulary. in this game, all of the students have an important role in the english class. from this game, we can improve students’ vocabulary. go fish game makes students feel enjoy to follow vocabulary class. the use of this method for teaching vocabulary is hoped to be able to improve the students’ ability in studying about vocabulary more. research method the primary goal of this study is to improve students’ vocabulary mastery of seventh grade atmts putra putri lamonganby using go fish game. this present study belongs to classroom action research (car). the participants of the study were all of the students of seventh grade it about one hundred and twenty-two in the 2016/2017 academic year. in this study, the researcher acted as teacher in english class. this classroom action research will be conducted through the stages of planning, implementing, observing, and reflecting. the stages will be preceded by a preliminary study. in the preliminary study, the researcher gives test to know the students’ vocabulary mastery. the test consisted of 40 questions about vocabulary. the result of the test shows that all of students score still under kkm. after the preliminary study, the next step concerned with the planning of developing students’ vocabulary mastery by using go fish game method in the english class. this step covers preparing the teaching strategy that will be applied, preparing the lesson plan for the english class, designing research instruments and setting up the criteria of the success. to measure the improvement of the students’ vocabulary mastery, this study used test. additionally, to determine whether the study had been successful or not, the study used the following criteria. the students are considered to be successful if they are able to achieve a final score 75. if ≥75% students of the class achieved the score greater than or equal to 75, it means that the study was successful. the consideration of the score 75 is based on minimum standard of english success as stated in the minimum of completion criteria or kriteria ketuntasan minimal 123 (kkm) at the school. meanwhile, the percentage of students (75%) is the percentage made by the researcher. the improvement of students’ vocabulary can be known from the result of the students’ test. after planning the action, the next step is implementing the action. in this step, all procedures of go fish game method designed in planning the action. in this research there are some steps which students have done in learning vocabulary by using go fish game, those are: (1) the students look for kinds of professions and the duties based on the white board, (2) the students find the meaning and make simple sentence, (3) the students fill in the blank with correct professions, (4) the students arrange the sentences into a good paragraph. after implementing the action, the next step is observation. at this stage, the researcher will observe the whole aspects of the implementation of the action covering the teachers’ activities during the english class and the improvement of the students’ vocabulary mastery. the term may also refer to any data collected during this activity. reflecting is the last method of this study. it includes the discussion of how far the strategy solves the problem and the factors that might cause the strategy applied are not successful. to know the result of students test, the researcher using formula at figure 1. figure 1. formula of test next, the researcher gave some tests to know the improvement of students’ ability after using go fish game as a method in each cycle. finding and discussion for the first time, the use of go fish game as a method made the students confused and did not make them interest and active in teaching learning process. they thought that the game was very difficult. this condition made the result of the student’s test in this cycle was still bad because some students get score under the criteria. therefore, it needs to revise the activities in the next cycle because the criterion of success was not achieved. in second cycle there are improvements of students’ vocabulary mastery after using go fish game method. to know the students’ vocabulary mastery achievement in the first cycle until the second cycle, the researcher gave test about vocabulary. in the preliminary test, the students’ scores mostly were under the criteria. the lowest score was 5, while the highest score was 75. the mean score of the test in preliminary study was 48,10. after the researcher gives “go fish game” as a method to improve their vocabulary in the first cycle, there was little improvement of students’ vocabulary although some students’ still get score under the criteria. in this cycle, the lowest score was 45, while the highest score was 90. the mean score of the test in cycle i was 65,17. it means that the result of cycle i did not met with the criteria of success. it happened since there were some problems, such as the students were very confused about implementation of go fish game. the students were very noisy. they thought that the game was not important for them. sum of the right answer sum of questions x 100 124 in the second cycle, there was significant improvement of the students’ scores. the students’ lowest score was 80, while the highest score was 100. the mean score was 92,41. it means that all of the students’ scores were greater than the criteria. in brief, it can be summed up that the implementation of go fish game can improve the students’ vocabulary mastery of the seventh grade at mts putra putri lamongan in the academic year of 2016/2017. the findings were in line with mukarto’s view (1989) that “go fish” game proved to be one of the best solutions. it can help students overcome their poor mastery of vocabulary. go fish game is a game in which students play cards and ask each other for cards to make pairs and hangman. students then think of a word and write a number of lines indicating the number of letters of the words that other students should guess (mukarto, 1989 as cited in cahyono &widiati, 2011: 115). in this research there are some steps which students have done in learning vocabulary by using go fish game, those are: (1) the students look for kinds of professions and the duties based on the white board, (2) the students find the meaning and make simple sentence, (3) the students fill in the blank with correct professions, (4) the students arrange the sentences into a good paragraph. conclusion in conclusion, i can say that the use of go fish game can improve the students’ vocabulary mastery of the seventh grade at mts putra putri lamongan in the academic year of 2016/2017. the procedures of implementing the strategy are as follows. first, the students look for kinds of professions and the duties based on the white board. the second, the students find the meaning and make simple sentence. the third, the students fill in the blank with correct professions. the fourth, the students arrange the sentences into a good paragraph. references allen, janet. (2007). inside words: tools for teaching academic vocabulary grades 4-12. new jersey: stenhouse publishers. arikunto, suharsimi. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. cahyono, bambang. yudi. & widiawati, utami. (2011). the teaching of english as a foreign language in indonesia. malang: state university of malang press. kamil. michael & hiebert, elfrieda h. (2005). teaching and learning vocabulary: bringing research to practice (elfrieda h. hiebert, michael l. kamil, eds.). portland: stanford university. pribadi, benny a. (2009). model desain sistem pembelajaran. jakarta: dian rakyat. sadiman, arief s. (dkk). (2010). media pendidikan: pengertian pengembangan danpemanfaatannya. jakarta: rajawali pers. 112 the effectiveness of two stay two stray in teaching reading comprehension fathurrahman imran (imran.sandongan@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research was aimed: to find out significant effect of two stay two stray in teaching reading comprehension at the second year students of mts hidayatussibyan nw sengkerang in academic year 2013/2014. the kind of this research was quantitative research. the population of this research was the second grade students that consist of 28 students. the instrument of collecting data used test which was 50 multiple choice items. in this research, the researcher gave a treatment and prepared a test in form of multiple choices to look for the effect of two stay two stray in teaching reading comprehension. the result of the data analysis indicated that the grade students obtained high score on the post test. it means that, the two stay two stray gave a significant effect in students’ reading comprehension. it was proven by the lowest and highest score in pre-test and post-test, they were 20 and 58 and post-test were 32 and 80. thus, the result of alternative hypothesis was accepted. it was provable that ttest was higher than ttable, which was the value of ttest was 4.875 and ttable 27 in significance level of 0.05% was 2.052. key words: two stay two stray, teaching and reading comprehension 113 introduction reading is one of the language skills that the students have to acquire. it means that reading is a process which is applied and conducted by a reader to acquire a message that has been told by a writer in writing script. according to jhonson (2008: 03) reading is the practice of using text to create meaning. indeed, reading for general comprehension requires very rapid and automatic processing of words, strong skill in forming a general meaning representation of main ideas, and efficient coordination of many processes under much emitted time constraints. it is one of skills in english, this skill is the ability to understand information in a text and interpret it appropriate. there are many problems might be encounted during the teaching learning process. one of those problems is related to student’s difficulties in reading english text, because they do not read the text only but they are require to understand the contents of reading materials such as: find out the topic, main idea and answer the questions. the availability of methods in teaching reading comprehension will create the learning atmosphere as enjoyable as possible. the writer decided to take cooperative learning type two stay two stray because besides cooperative learning is as an effective instructional method, it also a successful way to enhance social and academic development among students. the two stay two stray is a technique of cooperative learning. cooperative learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. the two stay two stray technique gives the students chance to share their ideas, arguments and information to other groups. thus, it is assumed that the application of learning methods two stay two stray able to make the learning environment becomes more active, participatory, conducive and fun. this is because the students are also given opportunity to envolve actively in the discussion. two stay two stray technique type of cooperative selected in this study because through the learning model able to increase the activity of students and make learning more fun. students are taught skills specially to be able to work well within a group such as being an active listener, provide an explanation to the good friends, discuss, and so on. cooperative learning arranged in an effort to increase student participation, facilitating students to experience leadership attitudes and make decisions in groups, as well as provides the opportunity for students to interact and learn with different backgrounds. based on the description above, the problem statement of the research is “is two stay two stray effective in teaching reading narrative text at 114 the second year students of mts. hidayatussibyan nw sengkerang?”. the aim of this study “to know whether two stay two stray effective or not in teaching reading narrative text at the second year students of mts. hidayatussibyan nw sengkerang”. review of related literature nature of reading reading is about understanding written texts. it is a complex activity that includes both perception and thought. jhonson (2008: 03) reading is the practice of using text to create meaning. the two keywords here are creating and meaning. if there is no meaning quay being created, there is no reading taking place. meanwhile, brown (2003: 185) states that reading is likewise a skill that teachers simply expect learners to acquire. grabe and stoller (2002: 4) add reading can be taught as a way to draw information from the text and to form an interpretation of that information. the process of drawing information and interpreting information requires the work of the brain actively. meanwhile, othman in harahap (2003: 3) reading process is interaction between text and reader’s imagination. therefore, readers need three aspects: making prediction, thinking of the text that it is even of life and having similarity to the human life. burns in harahap (2013: 4) say that reading is a thinking process. the act of recognizing words requires interpretation of graphics symbols. in order to comprehend a reading texts, a student must able to use the information, to make inferences and to read critically and creatively to understand figurative language, to determine the authors’ purpose, to evaluate the ideas presented, and to apply, the ideas to actual situation. furthermore, o’maley & pierce (1995: 94) reading entails making inferences and evaluating what is read. readers construct new knowledge from the interaction between texts and their own knowledge. another opinion is given by jhonson (2008: 4) reading integrates visual and non-visual information. during the act of reading, the visual information found on the page combines with the nonvisual information contained in your head to create meaning. in that way, what’s in your head is just as important as what is on the page in the process of creating meaning (reading). two stay two stray two stay two stray method is a method that use cooperative learning activity for sharing ideas each other to another group within a classroom that consist of 4 students in one groups, this method with original name “one stray two stay. two stay two stray was introduced by spencer kagan (1992). 115 englander (in febrianti, 2009) cooperative learning is an approach of teaching and learning in which students consist of some small groups or teams. two stay two stray is one of cooperative learning approaches that students are involved in planning both the topics for study as well as how to proceed with their investigation. furthermore, two stay two stray involves the integration of four essential features: investigation, interaction, interpretation, and intrinsic motivation. based on explanations above, the writer concluded that two stay two stray is cooperative learning that has purpose in order to make the students can be socialization well. two stay two stray techniques will be very useful in the teaching and learning process if the teachers carefully and creatively prepare them, and then, they are used effectively to support the discussion of the material. so that, the teacher can explains clearly to the students what going to do in using this technique. the steps of teaching two stay to stray every methods that used by the teacher to teach the students should be have the steps so that learning process can be running well. in two stay two stray technique also has steps to use it in teaching reading comprehension. according to lie (2008: 62) there are some steps to use two stay two stray, such as: a. the teacher makes some groups which consist of 4 students in each group. b.after the students have groups each other, the teacher gives them a media. so, the students will understand all information from media. c. the teacher gives them time to read the media around 10 until 15 minutes in order the students can figure out it. d.after the students read the media that given by the teacher, half of the students have to move to another group and get all of the information from their friends in another group. e. the two staying students have task to share information and work result to their guests. f. the guests excuse themselves and back to their group and report their findings from other groups. g.all the group comparing and discussing about their result together. h.every group will explain their result in front of the class. research method research design is the preparation of the design of the research project (kothari, 2004: 31). this was experimental research with pre experimental design. this study intended to know the effectiveness of of two stay two stray in teaching reading narrative text. according to sugiyono (2013: 74) preexperimental design is experiment which seriously, because still there 116 are external variable following has an effect on to be formed dependent variable. in this research only one class, it was mean that there was no control group. thus, the writer used one-group pretest-posttest design. formulates it as follows: pre-test treatment post-test t1 x t2 population of the study population is all individuals of interest to the researcher (marczyk, et al, 2005: 18). the population of this research was the whole students of the second year students of mts hidayatussibyan nw sengkerang in academic year 2013/2014 that was 1 class which consist of 28 students. so, in this research the writer used population sampling technique to take the sample. research instrument research instrument is a tool that used to measure the natural and social phenomena in observed (sugyono, 2013: 102). the instrument of this research used objective test with multiple choices items consist of 50 items (narrative text). the total point for each item was 1 for the correct answer and 0 for the incorrect answer. so, the total score was 100. the writer used this instrument to collect the data dealing with the effectiveness of two stay two stray in teaching reading comprehension (narrative text) pre-test and post-test of the research in the process of collecting the data, the writer came to the class as a teacher. pre-test was the test done before explaining the material that was an item in a study, it aimed to measure the ability of students in reading narrative text before using “two stay two stray”. the test consists of 50 items of multiple choices. before the writer gives the students post-test, the writer gave treatment by using two stay two stray. it was three weeks, and in each week the writer gave treatment two times. after giving treatment, the writer gave post-test to the students. the tests were similar to the pre-test, but different redaction. techniques of data analysis descriptive statistics it is used to display the important features of the data. the most commonly used measures of central tendency were mean, mode, median, and standard deviation. identification of means score pre-test and posttest, with the following formula: 117 m = y−x n (sudijono, 2007: 318) identification of frequency distribution (mode), with the following formula: mo = l+ i ( 𝑓𝑖 𝑓𝑖 +𝑓2 ) (suharsimi, 2003: 369) identification of frequency distribution (median), with the following formula: me = l + i ( 𝑛 2 −𝑐𝑓𝑏 𝑓𝑤 ) (suharsimi, 2003: 371) identification the students individual deviation (d) of sample score, formulate it as follows: sdd = ∑d 2 n − ∑ d n (sudijono, 2007: 306) inferential statistics it is used to decide whether the results confirmed the predicted effects of the independent variable. in other words, this analysis draw the conclusion whether the scores between the pre-test and posttest was significant and the using of the two stay two stray was effective or not. for the sake of computation the writer used the formula which is recommended by urdan in imran (2013: 24). the formula is shown as follows: t = 𝐷 ∑ 𝐷 2− (∑𝐷)2 𝑁 𝑁 (𝑁−1) discussion descriptive statistics during the research process until the end, the writer obtained the students’ score either in the result of pre-test, post-test, deviation, and deviation square. the score of the students are obtained the total score of pre-test was ∑ 1052, posttest was ∑ 1596, deviation was ∑ 544, and deviation square was ∑ 12000. after the total score both of the tests obtained, the work continued to the 118 computation of the mean score of the tests. data interpretation of pre-test mean score of pre-test based on the result of the calculation of the means score of the pre-test it has been obtained the mean score of the test was 37.57. after finding the mean score, the writer continued calculated the mode but before that, the writer classified the frequency of distribution. frequency distribution of pre-test class limit class boundaries midpoint tally frequency percentage 20-26 27-33 34-40 41-47 48-54 55-61 19.5-26.5 26.5-33.5 33.5-40.5 40.5-47.5 47.5-54.5 54.5-61.5 23 30 37 44 51 58 iiii iiii i iiii iii iiii iiii ii 4 6 8 4 4 2 14.28 21.42 28.57 14.28 14.28 7.14 total 28 28 100 data interpretation of post-test mean score of post-test it has been obtained the mean score of the test is 57. after finding the mean score, the writer continued calculating the mode but before that, the writer classified the frequency of distribution. frequency distribution of post-test class limits class boundaries midpoint tally frequency percentage 32-39 40-47 48-55 56-63 64-71 72-79 80-87 31.5-39.5 39.5-47.5 47.5-55.5 55.5-63.5 63.5-71.5 71.5-79.5 79.5-87.5 35.5 43.5 51.5 59.5 67.5 75.5 83.5 iii ii iiii iiii iiii ii iiii i 3 2 4 12 5 1 1 10.71 7.14 14.28 42.85 17.85 3.57 3.57 total 28 28 100 based on the condition above, the writer concluded that null hypothesis (ho) is cearly rejected and the alternative hypothesis (ha) is accepted. thus, it is said that two stay two stray is an applicable technique. it is proved by the practicality of this method in teaching language skills that the learners are able to comprehend and understand the materials. conclusion this research was starting from 21 of march up to 10 of april 2014. the statistical analysis of the data obtained showed that the figures of students’ mean score of pre-test was 37.57 and 57 for posttest. the students’ mean score of post-test was higher than pre-test. 119 based on the result and discussions in previous chapter, it can be concluded that two stay two stray was effective in teaching reading narrative text. based on the result of the t-test, it was found that ttest was 4.875 and t-table at significance level of 0.05 (95%) was 2.052. thus, t-test was higher than ttable. so, it indicated that “two stay two stray” as technique can be used in teaching reading comprehension especially narrative text. it showed that alternative hypothesis (ha) was accepted and null (ho) hypothesis was rejected. suggestion in line with the conclusion above, there are some suggestions offered by the writer. for teachers in particular, the writer hoped the teachers to apply various kinds of methods, techniques, media in conducting english course in order the teaching and learning process will be more effective and interesting. thus, it can enhance the students’ motivation and achievements in learning english. especially in teaching reading, the language teachers should be able to motivate, control, and facilitate the students in undergoing the process of reading either during the class time or beyond the class time. for making this possible, the writer offers to use cooperative learning type two stay two stray as a method in teaching english as a foreign language especially in teaching english reading. besides will make the class more fun and enjoyable, it also makes the class more interesting. furthermore, the students are suggested to be more interested in learning english language especially reading narrative text. it is important indeed because the students themselves know what kinds of text that they learn. to make them easier to comprehend what the text talks about, it is need any discussion with other people. thus, the writer suggests using two stay two stray in learning reading especially narrative text. besides two stay two stray is cooperative learning, it will make them working well within a group such as being an active listener; provide an explanation to the good friends. 120 references anas sudijono. 2007. pengantar statistik pendidikan. pt raja grafindo persada. jakarta. arikunto, suharsimi. 2003. prosedurpenelitian, sebuah pendekatan praktik. jakarta: pt. rineka cipta kothari, c.r.2004. research methodology. new delhi: new age international limited publishers. sugiyono. 2013. metode penelitiaan kuantitatif kualitatif r&d. bandung. alfabeta journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 34 strengthening the nation vianational language maintenance and social identity reinforcement dedi aprianto (1) (dido_antock@rocketmail.com (1) ) stikes hamzar abstract conveniently, human language could be taken into consideration as a worth property at outset belonged to the whole man. it has been comprising a proper way for conveying thoughts, expression, and aims as well. a particular language is not only regarded as a national one but as a personal identity of nation. thus, a language might articulate a given identity belonging to society such as way of speech and way of thinking. the presence of different way of talking is resulted by the different social background. moreover, it is regarded as part of the groups existing in a community having sameness in terms of synchronic participation to produce a common language. in relevance to language as marvelous identity in which set of each human ought to be maintained through education, language policies, and language improvement. a nation might be considered as being progressive while possessing a particular language representing a typical and fervent identity. having had fervent idealized identity, a nation could have been led to flourishing one in terms of expancement through a national language as well as ethnic language maintenance. in line with social changes passing in capacious social aspects which trigger towards human language as social, economy, politic, and culture. these social aspects of life could have been affected by unawareness of national language maintenance. thus, the writer puts forward social change in terms of language shift to language death. a national language is considered as a identity symbolizing the existence of it, signifying the unite of folk, and triggering towards progressive traits of nation. in case of indigenous language lies on paramount role in terms of national aims due to the fact that aboriginal language belonging to societies can signifies its identity as well as represents the culture. a common type of language ideology are standard language ideologies, the belief that language homogeneity is beneficial to society to construct interconnection in the hope that they may properly make language live. thus, the expancement of national language as well as indigenous language would be increasingly wide-spread towards national advancement. keywords: national language, social identity reinforcement. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 35 introduction conveniently, human language could have been stuttered as worth property at outset of mortal life belonged to the whole man. it has been comprising a proper way for conveying thoughts, expression, as well as aims. thus, tending to language definition that means of communication held by sets of community as a symbol of sound articulated sets of human‟s articulatory properties. in addition, language might be defined as a system of arbitrary, vocal symbols which permits all people in given culture, or other people who have learned the system of that culture, to communicate as well as to interact. in relevence to language function that langauge may refer either to human capacity for acquiring or using complex systems of communication. thus, the particularly related field in terms of a scientific issues to language called as linguistics. a lot of what one says is intended towards a specific purpose such as apologizing to, expressing a wish, and asking permission, it ought to be set with language in order to fulfill such purpose. each purpose can be known as a language function. it describes that a language function as the use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes. so, it can be considered what one highlighting brings out salient thing. furthermore, in relevance to language usage considered as communicative facet in which regarding to language teaching method as established one which formed already as settled method in particularly teaching a foreign or second language. so, according to “dell hymes, as a sociolinguist, was concerned with the social and cultural knowledge which speakers need in order to understand and to use linguistic forms. his view, therefore, encompassed not only knowledge but also ability to put that knowledge into use in communication.” the dimensions of communicative competence which are identified in the literature include: linguistic or grammatical competence, sociolinguistic or pragmatic competence, discourse competence, strategic competence and fluency (richards, 2006). as the results, the concept of communicative language teaching has grown out in which an indication that teaching grammar is not enough to prepare students for using the language independently. this method of teaching proposes that students need to understand the essential meaning of language namely a communicative function. language is important to human‟s dailylife since they have to communicate with others. with globalizing economic environment, multilanguages are vital for any multi-national businesses. some may analyze the notion of national identity through it, but it is somehow mistakenly overlooking the usage of language, which is closely linked with communication. the medium for people to communicate is, whether written or spoken, languages. the primary function of language is undoubtedly to facilitate interaction among people who may or may not come from different cultural background. in the context of economic globalization currently, this is the major reason why so much people have to learn a foreign languages, and more people start to learn them. however, some may journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 36 recognize a language with linkage to national identity (in schmidt, 2008). some may even think that using a foreign language is to a certain extent, endangering or violating their own national identity. the malaysian government, for instance, is worrying the widespread use of english among their citizen, which is even more commonly used than their national language. it is because they think that using the national language of the united kingdom which was once their colonizer. thus their identity would be doubtly indeed considered as malaysian. so, a state ought to be too cautious while underestimating the essential function of a second language. moreover, it may be biased, to recognize national identity in terms of the such language which one uses (schmidt, 2008). discussion language survivals and language developments there are about 6.700 languages spoken on earth today. to consider the future survival of these languages in which it must be considered at outset by taking any provocative quotations on andrew dalby‟s book: a language dies every two weeks: what is one going to do about it, are languages indeed disappearing and, if so, how and why,where do suggestions come from of language loss at the rate of one language per fortnight, and what are some possible responses to what looks like an impending crisis for the survival of the world‟s languages, are all smaller languages doomed to extinction, or are there signs that loss of languages can be reversed. (in austin, 2006). while many thousands of small languages are marginalised and under pressure from the larger ones (austin, 2006). in the past 60 years, from the end of the second world war onwards, there has been radical reduction in speaker numbers of smaller indigenous languages, especially in australia and the united states. in addition, communities show increasing age profiles where older people continue to speak the languages but younger ones do not and have shifted towards the few larger multinational languages. sometimes this takes place rapidly, over a generation or two, often via a period of unstable multilingualism. sometimes the language shift is gradual, but inexorable, and occurs over several generations. in the beginning of 1990, linguists such as michael krauss of the alaska native language centre pointing out that in the twenty first century up to 90% of human languages would become extinct (austin, 2006). krauss‟ predictions (in austin, 2006), are perhaps extreme, however most scholars now agree that at least half of the world‟s linguistic diversity will disappear over the next 100 years: this means a loss of 3,000 more languages forever (austin, 2006). it is stated by peter k. in austin (2006), that it is possible to identify a number of factors involved in this loss of language diversity and journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 37 to develop a typology of speaker communities namely; the important factor is intergenerational language transmission, that is, whether or not children are learning the language from their parents and care-givers. a not uncommon situation is for parents to speak a heritage language among themselves in private and to converse with their children in a large language of wider communication that is socially, politically and economically dominant. low transmission leads to language shift towards the dominant tongue. a second factor is percentage of speakers among the total population, that is, not the total number of people speaking a language but the proportion of a given community who continue to use it. language loss is associated with reducing proportions of the population using the language. a third parameter is domains and functions of using the language, that is, the contexts and situations where the language is regularly used. some languages are restricted just to the family domain for personal communication between friends and relatives (with a dominant language being used outside the house), while other languages show a wider range of contexts and uses, including education, religion, trade and business, and government. constriction of domains and functions can lead to language loss, particularly when dominant language begins to encroach into the domains previously reserved for use of smaller languages as a result of young people switching to the spreading language and bringing it with them into the social and family sphere. the fourth that is very important parameter is the attitudes and language ideology of the community, and the attitudes as well as language ideology of their neighbours. an ideology that values multilingualism and variety is less likely to lead to language loss than one that sees monolingualism as normal mater and multilingualism as problematic or threatening cases. speaker evaluation of their language is another factor: communities who positively value their language as an expression of their culture and identity are typically less likely to give it up than those who negatively evaluate their way of speaking and stigmatize it as an unwritten or even unwriteable, a dialect rather than a full language, ugly, or not worthy of learning by outsiders. furthermore, an endangered language, typically spoken by socially and economically disadvantaged populations, under pressure from a larger language, used by a reducing proportion of the population, and usually not being intergenerationally transmitted, that is adults are not passing them on to children in large numbers. endangered languages are under threat of loss unless their current contexts of use and acquisition change. and the next category is moribund language, namely this no longer being learnt by children at all, used by reducing numbers of older journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 38 speakers with very little social function in highly restricted domains. moribund language dies as the remaining speakers age and passes on. finally there are extinct languages with no native speakers and no usage. so, it is a hopeless situation with 50 percents or more of the world‟s languages disappearing because of language shift (schmidt, 2008). in terms of deciding the reasons of survival of languages is important and a community wants to keep language being spoken and used, thus what they can do about it. so, communities considering the language is under threat in which it can be preserved in a number of areas such as, language documentation, language protection, and language support, including revitalization by giving vitality back to language by extending the domains and functions where they are used (reyhner, 1999). these works must be carried out in a collaborative and respectful manner with members of the speaker communities if they choose to do them. some communities will respond that they want to give up their language and to assimilate to the dominant society and culture, but others may be keen to try and maintain their cultures and languages. one needs to understand the patterns of use and attitudes because those are so important in determining whether language will manage to continue, as well as to provide reliable and comprehensible information for intervention strategies (reyhner, 1999). language documentation involves collecting linguistic, sociolinguistic and cultural data, including audio, video and text materials to create a corpus which can then serve as a resource to be used educators and others. it is also important to collect information about the social, cultural and political environment of the community in order to understand the processes of language shift. documentation should be properly archived with a trusted language repository, along with relevant metadata (such as who is speaking, when, where, how, under what circumstances, and what purposes for) so that, materials are widely accessible both currently and into the future. thus, the professional language archives, as place the whole linguistic documents saved, are now being established in a number of locations around the world (austin, 2006). as the results, it is indicated that the preservation or revitalization of language would be discerned. ethnolinguistic vitality and language maintenance people, regarding to cultures, share ideas about the world that surrounds them based on models they have of their physical and social universe. these models are expressed and transmitted to a large degree through language (bonvillain, in reyhner, 1999). linguists, philosophers, ethnographers and anthropologists have proved that there is an intrinsic connection between any language and the culture journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 39 of its speakers. for example, edward sapir in reyhner (1999) noted that language is a guide to socital reality. language according to sapir is much more than an incidental tool of solving specific problems of communication or reflection since the real world is to a large extend unconsciously built up on the language habits of the group. moreover, worf (1956), also suggested that there are connections between cultural norms and largescale linguistic patterns. williams, an ethnographer, defines language as culture expressing itself in sound (in ovando, 1990), because it gives individuals and groups their identity. since language is closely connected with culture, nations and ethnic groups are striving to protect their language as an essential component of their group marker (williams, 1991). in case of minority languages this is extremely hard due to strong external pressures (taylor, et.al., 1977). in minority communities, shift to the majority language occurs mostly within three generations, whereby the first generation of immigrants is predominantly monolingual in the language of the country of their origin, their children (the second generation) are bilingual in the heritage and the majority language, and the grandchildren (third generation) are predominantly monolingual in the language of the dominant group (barnes & fishman, 1989). however, this is not always the case and some languages can be maintained across a few generations. a large number of research studies were carried out to understand the factors that determine language survival or death (derhemi, 2002). some of these conditions were brought together into the notion of ethnolinguistic vitality that was introduced initially by giles, bourhis, and taylor, and was developed in subsequent studies of fishman in 1989 to 1991 (derhemi, 2002).. ethnolinguistic vitality denotes a possibility of ethnic group‟s survival in the intergroup context (derhemi, 2002). ethnolinguistic vitality determines largely the behaviour of group members both amongst themselves and in interactions with members of the other groups (derhemi, 2002). if the vitality of an ethnic group is relatively high, its members will be more likely to act in a way that distinguishes them from others for instance, eating ethnic food, dancing traditional dances or using their ethnic language. in this case, an ethnolinguistic group is more likely to survive (derhemi , 2002). on the other hand, low ethnolinguistic vitality is an indication of lack of interest within the group in retaining its distinct identity and might cause the group‟s eventual demise (schmidt, 2008). and also giles, in schmidt, suggests three main components that influence ethnolinguistic vitality as status, demography, and institutional support. status factors include economic, social and sociohistorical journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 40 values of the ethnic language, as well as its status within and without the ethnoliguistic group (giles, in schmidt, 2008). demographic factors pertain to statistical information about the group, such as its concentration, proportion, size, rates of immigration and emigration, intermarriages, birth rates, etc. (giles, et.al., in schmidt, 2008). finally, institutional support factors refer to the accessibility of mass media, education and government services in the group‟s ethnic language, and also its use in less formal contexts such as work place, religion and culture. when many speakers of two or more languages are in regular and significant contact, it is likely over time that the speakers and the languages will change in some way. both languages might hold their own; one might give way entirely or partially to the other; or a new language may be formed. schmidt gives three examples of types of situations in which two languages are maintained in one community over time, but paulston says that maintained group bilingualism is unusual (1986). according to fishman , no society needs or has two languages for the same functions. as a result, no society, not even those whose bilingualism has been most widespread and most stable, raises its children with two mother tongues. it is through the bilingualism of individuals and their changes in behavior that languages as a whole change. shift from one language to another is more common than long term maintenance of two languages depending on social conditions, attitudes, and values in the situation (fishman, 1991). factors such as marriage between people from the two groups, geographic moves of speakers (especially away from isolated communities), small numbers of speakers of one language, general domination of one group by another, and many others are often thought to contribute to the shift from one language to another, but generalizations about the effects of such factors is risky (fishman, 1976). individuals‟ language behavior and use of a language may change, but the language itself may change as well, for example in its sound system, vocabulary, and grammar (weinreich, 1968). one possibility is the formation of a new language, like michif from french and cree. some languages may be eroded slowly by another through borrowing the vocabulary and grammatical deterioration (mailhot, 1985). however, some languages may resist borrowings and (basso, 1967). indian english, that is, forms of english produced by aboriginal english contact, shows a kind of shift in english (barber, ,et.al., 1982) finally, it should be noted that when languages are in the process of shifting, especially if one language looks as if it will not survive, people associated with the languages in question tend to take passionate attitudes to them (paulston, 1986). therefore, one can expect highly journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 41 polarized rhetoric (rulled rethoric), and contradictions between rhetoric and actual behavior in the language communities in question. skutnabb kangas (1986) casts doubt on interpretations of research data on minority education because of researchers‟ polarized views on the matter. all languages change and evolve over time, some of them spread and others disappear. however, the disappearing language does not merely vanish leaving a linguistic vacuum (fase, in fishman. so, fishman (1991) observed that languages (or language variants) sometimes replace each other, among some speakers, particularly in certain types or domains of language behaviour, under some conditions of intergroup contact. in such contact situation the endangered language is always the dominated one such as, the language of minority group (fase, in fishman, 1991). within this context, one of the key areas of interest to linguists is to define what causes language maintenance or shift (fishman, 1991). the study of these issues is generally conducted within the framework of sociolinguistic analysis examining bilingualism and diglossia, since it is argued that bilingualism is a necessary precursor to a language shift, the logic being that if one cannot speak two languages at one point in time, one can not shift from one language to another (penadakur, in fishman, 1991). language shift and maintenance have been a research topic within linguistics for approximately half a century, but there is still no clear and universal definition (knooihuizen, 2006). thus, fishman (1991) noted that the study of language maintenance and language shift is concerned firstly with the relationship between change or stability in habitual language use and secondly with ongoing psychological, social and cultural processes occurring in the situations of language contact. therefore, investigating language maintenance is often done through the identification of domains and situations in which the language is no longer used or is gradually replaced by another language. thus, the term language maintenance is used to describe “a situation in which a speaker, a group of speakers, or a speech community continue to use their language in some or all spheres of life despite the pressure from the dominant or majority language” (pauwels, in derhemi, 2002). the notion of a language shift has been examined by many scholars, such as fishman in 1966 and in 1980. there are two important aspects of this notion have been identified. first, language shift involves changing patterns of language use for instance, a change in the distribution of languages or their varieties in different domains (knooihuizen & fishman, 1989). second, language shift happens in an ethnolinguistic group and should be studied within its wide social and cultural context, journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 42 although psycholinguistic studies at the level of individual speakers are of relevance as well (knooihuizen, 2006). even though language is spoken by individuals, it is in speech communities that languages either survive or die (bonvillain, 1993). therefore, it is important to understand that language shift or maintenance occur as a result of choices made by individuals in a speech community in accordance with their own motivations, expectations and goals which they may or may not share with other members (coulmas, 2005). members of minority communities may individually choose to shift from their language to a new one and finally abandon the old ethnic tongue (coulmas, 2005). thus, taken together, choices of individuals make a collective impact on the future of a speech community and its language. development perspectives and national language role an understanding of the role of language in development should begin with a definition of the concept of development that all parties which concerned can agree on. the term development is an elusive term meaning different things to different groups of social scientists. it is important at the outset that some working definition or core perspective on its meaning is provided. without such a perspective and some agreed on measurement criteria, it would be difficult to meaningfully discuss the relationship between language and development in this paper. the notion of development is closely-tied up with culture. the general contemporary discourse on particular state‟s development has tended to overemphasize concerns with gross national product, gross domestic product and per capita figures at the expense of non-economic criteria (magwa & mutasa, 2008). if culture is scientifically conceived as the basis of all social activity encompassing the economic, political, historical and psychological dimensions of human existence, then it is understandable that development can not be properly conceptualised as essentially economic indices. development must be reflected in all areas of human activity and its manifestation in the economy must be reflected in the other facets of social life. while development planning and implementation may have an economic thrust or focus in a specific instance, its ultimate destination and impact is certainly wider and affects all areas, that is, social and cultural life of a society. economic progress in society must manifest itself or rather is supposed to manifest itself in the upliftment of the human condition. it should be, as magwa & mutasa (2007) argued, an “enhancement of personality where the crucial issues are distinct identity, selfconfidence, creative ability, an ability to face the world with purpose, poise and pride. needless to say, development itself is a process which enables human journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 43 beings to realize their potential, build self-confidence, and lead lives of dignity and fulfillment ( robinson , 1996). development implies change and the concept is usually used to describe the process of economic and social transformation within a country. according to magwa & mutasa (2007) outlines three basic components or core values in this wider meaning of development, these are life-sustenance (foods), selfesteem and freedom. development can only occur when there has been an improvement in basic needs, when economic progress has contributed to a greater sense of self-esteem for the country and individuals within it and when material development has expanded the range of choice for individuals. however, there are other measures of development that make reference to noneconomic social indicators such as gains in literacy, schooling, health conditions and services and provision of housing. in spite of the varied and conflicting interpretations, the consensus seems to be that development should improve people‟s standards of living as perceived by the target people. thus, commenting on its multifacetedness, kishe says that changes in social structures, acceleration of economic growth improvement of quality of life and reduction of inequalities, (kishe, in magwa & muatasa). development in a nation can never be achieved without serious considerations of the role of an indigenous languages or national language. as hilbert kuik cited in magwa & mutasa (2007) truely expresses absence of serious considerations of the role of indigenous language and development by saying that when people speak of developing countries, they immediately think of economic backwardness. in this paper, the writer would like to discuss how language could facilitate development. the objective is to demonstrate that there is a close relationship between language and development and that meaningful development can not take place where linguistic barriers exist. it is argued that the present situation in most countries, particularly at state where communication relies heavily on foreign languages, slows down development since the parties involved in the development process cannot interact effectively, (magwa & mutasa, 2007). thus, development in a nation can never be achieved without serious considerations of the role of its indigenous languages in social, educational, economic and political processes (magwa & mutasa, 2007).what this assertion purports is that conceived development plans conceived fail because people do not take cognisance of the importance and centrality of the languages of the indigenous people. needless to say, development is cultural and communication loaded, and hence all development projects, plans, journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 44 perceptions and solutions are disseminated through language. language is the key instrument of communication but it is also the principal means of establishing and sustaining social relations. as durkheim stated without language, essentially a social thing, general or abstract ideas are practically impossible, as are all the higher mental functions. as well as (trudgill, in richard, 2006). language permits the process of socialization, and its precise usage is particularly crucial to education. language structures people‟s reality. it is possible to say that people‟s command / mastery of language in general and vocabulary in particular bears a direct relationship with the sophistication and intricacy of their perception of reality. thus, one sees and understands as much as his linguistic ability permits. language and development are so interrelated that it is impossible to talk about development without a mention of language. language serves as one of the most important tools for the development of individuals or communities, that is, development in the sense of offering them education in order to enable them to change their condition. language is also essential for the transmission of all political, commercial and professional communication, that is, the development of a whole country in terms of its economy or political culture hinges on communicative efficiency based on language (richard, 2006). this is because language is often regarded as an integrating force, a means by which participation is facilitated or prevented. it is a vital tool in the promotion of nationalism. as such, it holds the key to the establishment of true democracy and equality. since development is a process that involves the entire domains of the society with each individual making a contribution, the transfer of skills, new knowledge and any other vital information desired to effect production of quality goods and services, can best be delivered to the target group through a person‟s first language, for instances. richard (2006) points out that no society in the world has developed in a sustained and democratic fashion on the basis of a borrowed or colonial language. ali mazrui raises this very same concern when he asks: as any questions proposed that “can any country approximate first-rank economic development if it relies overwhelmingly on foreign languages for its discourse on development and transformation, will a nation ever effectively take off” when it is so tightly held hostage to the languages of the former imperial masters,(mazrui, richard, 2006)). indeed, one can observe the remarkable progress asian countries have made it such as japan, china and malaysia, which were formerly colonies. in which they tend to develop on the basis of their own languages and indigenous culture, thus they have become competitive journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 45 on the global market (richard, 2006). japan and china are recognized internationally as economic powerhouses and members of the most economically and industrialized countries. as well as china, in particular, is now a threat to western economies in most fields like the textile industry and in the field of medicine and chinese‟s herbs, which were all developed using the chinese language. development in a particular nation such as indonesia cannot be secured without full involvement of the indigenous people through the use of their languages. indeed development projects begin and end and are best sustained through the languages of the indigenous people. needless to say, indonesian language could be empowered by utilizing them more widely in the education process, utilizing the knowledge of how the elders in the society have dealt with development issues and incorporating that knowledge into the education of its young people (richard, 2006). a language is at the heart of a people‟s culture and it is imperative that cultural advancement of a people, economic and social development will not register significant gains without the use of indigenous languages. as stated a language is a people‟s greatest cultural inheritance and should be properly nurtured, (mitchell, 2000, in robert). it is stated that language encompasses not only communication, but also heritage, culture and feelings. it is therefore important to note that maintaining a speaker‟s native language has an affective dimension, that of enhancing the speaker‟s self concept and pride in his or her cultural background and identity (ngugi, 1986). in addition, bamgbose (1991, in robert) points out that language is a powerful symbol of society, particularly if its potential is fully recognized and exploited. it can be a key contributing force towards nationhood and national development if properly managed. thus, indonesian as a national language can be used as vehicle of national development. when indigenous/national language is used, people can participate meaningfully in the economic life of the country. thus, such language need to be looked at not as a symbol but as potential national resources. as with all other resources, it need to be allocated in areas where it can render the optimal utility (fishman, 1991). in this way, each nation should look for the optimization of the use of its national linguistic resource. the most proper way would be to regard the national language in a country as valuable resource and like minerals and wildlife, indonesian language also need to be developed and managed properly and optimally. they should therefore be developed and used with the aim of fully involving their speakers cognitively, in the advancement of the nation as a whole. a language can contribute in journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 46 at least two possible ways to nation building. first, it can serve as a symbol of a particular national political identity and help to establish and promote a national consciousness. a national language is like a national flag, anthem or dress in that it is a symbol of the political nation. secondly, a national language can contribute to nation building when it makes political integration possible both horizontally and vertically through facilitating communication between groups of people and between the elites and non elites thereby breaking down the barriers which keep these entities apart (webb, 2002). indeed, national language is hailed as an essential component in nation building. the minds of the speakers of the national language are imbued with a sense of belonging which curtails ethnic rivalry and sectionalism which normally retard socioeconomic development. a language can be a facilitator within which national objectives may be realized. the power relations in any country can only be addressed in a meaningful way if its citizens can communicate effectively with one another. this is the only way in which social transformation can really occur, that is, through communication and the consequent establishment of a commonality of values and norms, points of view, attitudes, loyalties and social practices. national communication can only become a reality if the citizens of a country know each other‟s languages. a national language can also play a worthy role in a country‟s democratization process. democracy, development, the preservation of cultural diversity and identity, and devolution are all inseparably interconnected by language (robinson, 1996). participation in the political life of the state implies that citizens are: involved in decision making, being consulted about issues that concern them, being kept informed by politicians and, enabled to communicate their views to political leaders. in most elementary level, communication using national language can ensure a flow of information on various aspects of a country‟s socio-economic life. an increased flow of information in a nation provides a proper atmosphere for national development, and this flow of information makes expert knowledge available where it is needed and provides a forum for discussion, leadership and decision-making. in agriculture for example, there is need to disseminate information on fertilizers, pesticides, high varieties of crops, appropriate planting seasons, irrigation and preservation as well as marketing outlets. language has played a significant role in the rise and fall of civilizations. language presents humankind with a variety of possibilities. since language is the portrait of human thoughts, it reflects the quality of thought generated in a society. training in journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 47 language therefore, enables an individual to express his thoughts in the most eloquent way. closing remark social identity and language in ideology social identity refers to the membership or association of an individual with a primary and other human groups. ranging from a small family and expanding outward, based upon such factors as the individual‟s capacities, experiences, mobility, and location. in more traditional societies, the identity structure tends to be hierarchical (jannarone, 2006). as deaux, (2001) stated in the arab mind that iraq would be hierarchical where self-identification, especially in rural areas, is typically most strongly the immediate family, then with descending importance the extended family, village, clan, tribe, country, ethnicity, religious sect. so, tending towards definition of identity which triggers capacious one as, identity is people's concepts of who they are, of what sort of people they are, and how they relate to others. in which it evaluates the individual existence. while others define the identity refers to the ways in which individuals and collectivities are distinguished in their social relations with other individuals and collectivities (jenkins, in jannarone, 2006). in this paper, the term social identity refers specifically to those aspects of a person that are defined in terms of his or her group memberships. although most people are members of many different groups, only some of those groups are meaningful in terms of how people define themselves. in these cases, selfdefinition is shared with others who also claim that categorical membership, for example, as a woman, as a muslim, as a marathon runner, or as a democrat. to share a social identity with others does not necessarily mean that people know or interact with every other members of the designated category. it does mean, however, that they believe that they share numerous features with other members of the category and that, to some degree, events that are relevant to the group as a whole also have significance for the individual member. as an example, a person who defines herself as a feminist is more likely to be aware of legislation regulating abortion, more likely to have read books by betty friedan, and more likely to be aware of salary discrepancies between women and men than is a person who does not identify as a feminist (jannarone, 2006). social identification is the process by which one defines himself and categories that he shares with other people. in contrast to characterizations of personal identity, which may be highly social identities assume some commonalities with others. the native language spoken by an individual is likely the strongest social identity in which it is usually journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 48 coincident with extended family. the strength of language group identity resides with the fact that language provides the primary means to categorize, think about, make sense of, and express people‟s understanding of reality to the physical world, their own thoughts, and interpersonal transactions. language is the only way ones have to acquire abstract concepts like love, freedom, power. and to increase the knowledge, other than direct physical experience. language offers belonging with those who share it, and the smaller the language group, the stronger the bond (jannarone, 2006). social identity encompasses participant‟s roles, positions, relationships, reputations, and other dimensions of social personale, which are conventionally linked to epistemic and affective stances (ochs, in jannarone, 2006). so, when people use language, they do so as individuals with social histories. their histories are defined in part by their membership in a range of social groups into which they are born such as gender, social class, religion and race. for example, they are born as female or male and into a distinct income level that defines them as poor or middle class. likewise, they may be born as muslims, christians, jews, or with some other religious affiliation, and thus take on individual identities ascribed to them by their particular religious association. even the geographical region in which people are born provides others with a particular group membership and upon their birth in which they assume the specific identities such as italian, chinese, canadian, or south african, and so on. within national boundaries, such people are defined by membership in regional groups, and they take on identities such as, northerners or southerners. in addition to the assorted group memberships they acquire by virtue of their birth. these institutions give particular shapes to the kinds of groups to which people have access and to the role-relationships which they can establish with others. when people approach activities associated with the family, for example, one takes on roles as parents, children or cousins and through these roles fashion particular relationships with others such as mother and daughter, brother and sister, and husband and wife. likewise, in the workplace, one assumes roles as supervisors, managers, subordinates or colleagues. these roles afford people access to particular activities and to particular role-defined relationships. as company executives and can participate in board meetings, business deals and job interviews that are closed to other company employees, and thus are able to establish rolerelationships that are unique to these positions. language in ideology ideology is used in many disciplines with different, but overlapping shades of meaning. thus, in this paper however, is to define the term journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 49 within the context of its relevance to language useges. ideology simply refers to attitudes, set of beliefs, values and doctrines with reference to religious, political, social and economic life, which shape the individual's and group's perception and through which reality is constructed and interpreted. a language reflects power structures and language has an impact or power structures. language can be seen as an indicator of social and therefore political situations. as well as language can be also seen as a driving force directed at changing politics and society. moreover, a language is an input or output factors of political systems. thus, it is conveyed that many issues addressing the relationship of language, politics, and ideology even if they are considered as in different ways as well as different methodologies. where in a language is seen as intricately connected with ideological means without being an ideological means itself. furthermore, language can be political but does not to be political mean (wodak, 2007). as the results, anton pelinka claims that politics is not only parties and parliaments or war and peace. rather, politics is everything at least potentially, but everything is not seen politically and not everything is the product of politics (wodak, 2007). the relationship of those that a language can influence politics and is influenced by politics. the presence of capacous functions of dealing with a language which seen of the ideological perspective as it can be used as an instrument for or against enlightenment, emancipation, democracy, and human right. as well as language can be used by totalitarian regimes and used for the resistence of thsese regimes. hence, language is intricately related to beliefs, opinions, and ideologies (dijk, 1993). the concept of „ideology‟ is probably one of the most complex concept of the others such as, beliefs and opinions. in modern debate on ideology, there are two main argumentative tendencies can be distinguished. one argues that ideology as false theory about reality which can be replaced by a scientific theory or scientifically found agency. and another one assumes that ideology is an unavoidable moment of all thinking and acting, (wodak, 2007). according to mannheim (1929), who attempts to relate the ideology with certain ways of thinking. as well as habermas (1968) draws an analogy between ideologies on the collective level and rationalizing (relationalization) on the individual level. thus, ideology corresponding to national language would have triggered the well-forced fecetness to enlighten the existence of nation. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 50 references austin, peter k. (2006). survival of language. london: school of oriental and african studies london. jannarone. (2006). social identity. air war college. magwa, wiseman., & mutasa, davie e. (2007). language development; perspectives from sub-saharan africa; nawa journal of language and communication: midlands state university & university of south africa. richard, jack c. (2006). communicative language teaching today. new york; cambridge university press. wodak, ruth. (2007). language and ideologylanguage in ideology. language: journal of language and politics; john benjamins publishing company and politics. deaux, kay. (2001). social identity: encyclopedia of woman and gender. new york: university of new york academic press. roberts, bronwen. (2012). language as identity. retrieved on july, 2012 from http://www.bilinguagroup.com/. 74 vocabulary learning strategies employed by postgraduate students of mataram university in academic year 2014/2015 ida nyoman tri darma putra (ida.nyoman.putra@gmail.com) master degree of english language program faculty of teacher training and education mataram university abstract vocabulary is crucial to language learning in which lack vocabulary knowledge will make learner difficult to learn the language. vocabulary knowledge is affected by the vocabulary learning strategies. the purpose of the present study was to identify the vocabulary learning strategies employed by postgraduate students and also try to explore the most and least vocabulary strategy used by mataram university postgraduate students. the sample of this study was 40 postgraduate students of english department in fkip mataram university in academic year 2014/2015. vocabulary learning strategies questionnaire was used in this study to identify students‟ frequency of vocabulary learning strategies use. the result of the study showed that the research subjects used the vocabulary learning strategies in all five categories. the memory strategies (37.80) were the most frequently strategies by all subjects. meanwhile determination strategies (mean=19.43) were determined as the second frequently used strategies followed by cognitive (mean=15.23), metacognitive (mean=13,26). the social strategies were determined as the least used strategies by all students with mean score of 11.00. in specific, looking at each item of category, the most vocabulary learning strategy used by postgraduate students was guessing from context (mean=3.33) which is part of determination category and the least vocabulary learning strategy used by postgraduate students was ask other people to discover the meaning of new vocabulary (mean=1.50) key words: vocabulary learning strategies, vocabulary breadth, vocabulary depth 75 introduction in language proficiency, vocabulary knowledge is considered as the most significant factor. it appears that the more individuals have knowledge of words, the better they become in using the language which is involved the four skills. vocabulary knowledge is affected by the vocabulary learning strategies. learners‟ vocabulary learning strategies affects vocabulary acquisition (schmitt, 1977). however, study on how english foreign language learners acquire vocabulary effectively especially in mataram is currently receiving less attention. although several studies have been conducted about the vocabulary learning strategies however the study focus on identifying strategies that learners use to create taxonomies of vocabulary learning strategies (gu & johnson, 1996). vocabulary learning strategies can be define as learning a package of sub-sets of words as well as learning how to use strategies to cope with unknown or unfamiliar words (siriwan, 2007). meanwhile, cameron (2001:92) defines vocabulary learning strategies as “the actions that learners take to help themselves understand and remember vocabulary items”. little attention has been given to what strategies learner use to acquire new vocabulary and what strategies learner used frequently to enhance their vocabulary. moreover, not enough attention has been paid to vocabulary learning strategies as crucial aspect of communication and the effect of vocabulary learning strategies on learner‟s vocabulary knowledge especially in mataram, indonesia. in classifying learning strategies, each scholars have different ways of classifying language learning strategies (intaraprasert, 2004).the vocabulary learning strategies in this study are consisted of five strategies based on schmitt‟ classification (determination, social, memory, cognitive and metacognitive). the schmitt‟ (1997) vocabulary learning strategies were defined as follows: determination strategies are “used by an individual when faced with discovering a new word‟s meaning without recourse to another person‟s expertise”. social strategies are used when one asks other people (e.g., classmates or lecturer) to understand a word. memory strategies help learners to acquire the new words by connecting new words to the background knowledge. the definition of cognitive strategies as “manipulation or transformation of the target language by the learner” (e.g., taking notes and highlighting new words). finally, metacognitive strategies involved the monitoring, decision-making, and assessment of the learning progress. the purpose of this study is to investigate to identify the vocabulary learning strategies used by postgraduate students of english department in mataram university academic year 2014/2015. moreover, 76 this study will also investigate the most frequent and least strategies used by the postgraduate students. the outcome may give participant of the study better understanding regarding how and what vocabulary learning strategies they use and also raise their awareness about various vocabulary strategies and provide information to help learners to acquire new vocabulary to their learning experience and cognitive development. research method the participants in this study were postgraduate students of mataram university in academic year 2014/2015. there are 40 students participate in this study. their age ranged from 25 to 45. the participants in this study are postgraduate students of english language department. therefore, all of the participants are the same in terms of educational language background. research instrument the questionnaire was chosen to investigate the frequency of vocabulary learning strategies (vls) postgraduate use. it consists of 40 items related to vls. the main aim of using the vocabulary learning strategies questionnaire is to draw out type of vocabulary learning strategies used frequently by postgraduate students. this study used schmitt‟s (1997) taxonomy of vocabulary learning strategies as base classification. the questionnaire is divided into two parts. the content of first part is participants‟ personal background information. the second part was 40 items vocabulary learning strategies, which were further divided into five subcategories: determination strategies (det), social strategies (soc), memory strategies (mem), cognitive strategies (cog), and metacognitive strategies (met). the questionnaire used a 4-point rating scale, the scale is valued 1 = seldom, 2 = sometimes, 3 = often and 4 = always or almost always. technique of data analysis before administering questionnaire, the participants‟ data was taken in order to anticipate any mistake for data input. such data are their personal data which are relevant for the current study and attendance list. personal data are taken only once at the test. specific instructions before each test and questionnaire will be given to avoid technical mistake. the result of the questionnaire will be scored based on the scoring system explained in research instrument. descriptive analysis of the vocabulary learning strategies questionnaire (vlsq) items to identify the overall pattern of vls used by the respondents. 77 research finding the score average for each of the five categories was calculated by dividing the total mean scores of the strategies by the number of strategies. the mean score for each strategy was calculated by dividing the subjects‟ total scores by the number of the subjects. the result of the study showed that the research subjects used the vocabulary learning strategies in all five categories. the descriptive statistics related to the students‟ use of vocabulary learning strategies reported in the vocabulary learning strategy questionnaire was summarized in the table 4.1 below. descriptive statistics of vocabulary learning strategies minimum maximum mean std. deviation determination 14.00 26.00 19.4333 2.86095 social 6.00 17.00 11.0000 2.71649 memory 25.00 51.00 37.8000 6.02523 cognitive 8.00 23.00 15.2333 3.82986 metacognitive 10.00 17.00 13.2667 2.31834 the table above showed, the mean score of determination strategy, social strategy, memory strategy, cognitive strategy and metacognitive strategy are 19.43, 11.00, 37.80, 15.23, and 13.26 respectively. according to table 4.10, the memory strategies (37.80) were the most frequently strategies by all subjects. meanwhile determination strategies (mean=19.43) were determined as the second frequently used strategies followed by cognitive (mean=15.23), metacognitive (mean=13,26. the social strategies were determined as the least used strategies by all students with mean score of 11.00. in specific, the most and the least strategy of vocabulary learning of postgraduate students can be seen in the following table based on each category. the table below showed the most and least strategy used by regarding at means score. descriptive analysis of items in vocabulary learning strategies no vocabulary learning strategies min max mean std. deviation 1 guess words‟ meaning from word classes (e.g. find its verb, noun,adj., adv., etc 1 4 2.60 .968 2 look for any word parts that i know (impossible, possible, possibility, possibly, etc) 1 4 2.73 1.048 3 guess the meaning by analyzing the structure of words (prefixes, roots, and suffixes) to discover the meaning of new vocabulary items 1 4 2.73 .868 78 4 use any pictures or gestures(body language) to help me guess the meaning 1 4 2.53 .860 5 guess its meaning from context 1 4 3.33 .802 6 use a indonesian-english dictionary 1 4 2.63 1.033 7 use an english-english dictionary 1 4 2.87 .860 8 ask the teacher/lecturer to give me the definition of a word 1 3 1.63 .669 9 ask my classmates or friends to discover the meaning vocabulary items 1 4 2.17 .699 10 ask other people, such as members of one‟s family, native speakers of english, to discover the meaning of new vocabulary items 1 3 1.50 .682 11 study the word with my classmates 1 4 2.27 .944 12 ask the teacher to check my definition 1 4 1.63 .809 13 talk with native speakers 1 3 1.80 .664 14 draw a picture of the word to help remember it 1 3 1.90 .845 15 make a mental image (imaginary image) of the word's meaning 1 4 2.53 .860 16 connect the word to a personal experience 1 4 2.60 .770 17 connect the word to other words with similar or opposite meanings 1 4 3.00 .643 18 remember the words in scales (always, often, sometimes, never). if it is used more, i spend more time to remember it 1 4 3.03 .928 19 group words together to study them 1 4 2.30 1.022 20 use new words in sentences 1 4 2.87 .730 21 write paragraphs using several new words 1 4 2.57 .774 22 study the spelling of a word 1 4 2.63 .890 23 study the sound of a word 2 4 3.23 .504 24 group vocabulary items according to the similarity of meaning, pronunciation and spelling to retain the knowledge of vocabulary items 1 4 2.07 .868 25 remember the word using its part (im-, un-, -able, -ful, -ment, ex-) 1 4 2.37 .928 26 remember the word using its word form (verb, noun, adjective) 1 4 2.47 .937 27 make my own definition for the word 1 4 2.07 .785 79 28 use physical action when learning a word 1 4 2.17 .913 29 repeat the words aloud many times 1 4 2.53 .900 30 write the words many times 1 4 2.13 .819 31 make lists of new words 1 4 2.17 .834 32 use flashcards to record new words 1 3 1.83 .699 33 take notes or highlight new words in class 1 4 2.73 .740 34 put english labels on physical objects 1 4 1.73 .907 35 make a vocabulary list with meanings and example in a notebook 1 4 2.10 .923 36 use english-language media (songs, movies, the internet) 2 4 3.20 .610 37 test myself with word tests 1 4 2.33 .884 38 study new words many times 1 4 2.53 .900 39 skip or pass new words 1 4 2.20 .847 40 pay attention to english words when someone is speaking english. 1 4 3.00 .871 as presented in table 4.2, for the determination strategies the strategy of guessing from context (3.33) is the most frequently used strategies by postgraduate students in mataram university. meanwhile, guess words‟ meaning from word classes (2.60) was determined as the least used strategy (mean=3.29) by postgraduate students. for the social strategies, the students used the strategy of study the word with classmates for meaning in learning english vocabulary as the most frequently used strategy (2.27). for the least used strategy, the strategy of ask other people, such as members of one‟s family, native speakers of english, to discover the meaning of new vocabulary items was determined as the least used strategy (mean=1.50) by students. another group of strategies was memory strategies. in a closer look by strategies in this category, the students used the strategy of connect the word to other words with similar or opposite meanings (3.00), remember the words in scales (3.03), study the sound of a word (3.23) as the most strategy used by postgraduate students. while the strategy of draw a picture of the word when learning a word was determined as the least used strategy (mean=1.90) by the students. many researchers (meara, 1995; schmitt, 2000) say that using memorization techniques will have better results for lower proficiency levels learner meanwhile, advanced learners will use contextbased which is classified as cognitive strategy. this study relevant with study by fan (2003), the study 80 showed that the strategies involving reviewing the words recently learned are considered as the most used and helpful strategies. however, the use of memorization strategies among advanced learners according waldvogel (2013) suggests that memorization strategies might be appropriate for beginner level learner of foreign language learners who are in the initial receptive knowledgebuilding stage of vocabulary growth. the students used the strategy of taking note in class as the most frequently strategy used by postgraduate students (2.73). while the strategy of put english labels on physical objects was the least strategy used by postgraduate students. the result of this different from study conducted by wang (2004), he found that cognitive strategies, such as word repetition to metacognitive and social strategies were the most strategies used by the students. the last category, metacognitive strategies, use english-language media such as songs, movies, the internet (mean=3.20) was the most frequently strategies used by postgraduate students, while the strategy of skip or pass new words (mean=2.20) was determined as the least strategy used by postgraduate students. this finding supports ellis„ (1995) that experienced and successful language learners ―use sophisticated metacognitive knowledge to choose suitable cognitive learning strategies appropriate to the task of vocabulary acquisition‖. another research by sagarra and alba (2006) found that the students used more metacognitive learning strategies to improve their vocabulary knowledge than used repetition and other memorization techniques. conclusion in conclusion, the study showed that the postgraduate students of mataram university used the vocabulary learning strategies in all five categories. the most vocabulary learning strategy used by postgraduate students was guessing from context (mean=3.33 ) which is part of determination category and the least vocabulary learning strategy used by postgraduate students was ask other people, such as members of one‟s family, native speakers of english (mean=1.50), to discover the meaning of new vocabulary which is part of social category. 81 references ellis, n. (1995). the psychology of foreign language vocabulary acquisition: implications for call. computer assisted language learning, 8(2-3), 103-128. fan, m. y. (2003). frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: a study of hong kong learners. the modern language journal, 87 (2): 222-241. folse, k. (2004). vocabulary myths: applying second language research to classroom teaching. ann arbor: mi: university of michigan press. gu, p.y., and johnson, r. k. (1996). vocabulary learning strategies and language learning outcomes. language learning, 46 (4): 643-679. intaraprasert, c. (2004). est students and vocabulary learning strategies: a preliminary investigation.unpublished research, suranaree university of technology, nakhon ratchasima, thailand. meara, p. (1995). the importance of an early emphasis on l2 vocabulary. jalt, 19, 8-11. retrieved june, 2015 from http://www.jaltpublications.org/tlt/files/95/feb/meara.html read, john. (2000). assessing vocabulary. ed. charles j. alderson and lyle f. bachman. new york: cambridge university press. sagarra, n., & alba, m. (2006). the key is in the keyword: l2 vocabulary learning methods with beginning learners of spanish. modern language journal, 90(2), 228-243. schmitt, n. (2000). vocabulary in language teaching. cambridge: cambridge university press. siriwan, mayure. (2007). english vocabulary learning strategies employed by rajabhat university students. dissertation. suranaree university of technology. waldvogel, dieter a. (2013). the relationships between vocabulary learning strategies and vocabulary size among adult spanish foreign language learners. journal of language teaching and research, vol. 4, no. 2, pp. 209-219, march 2013 wang, y.h. (2004). an investigation into vocabulary learning strategies used by senior high school students in taiwan. unpublished master‟s thesis, national chengchi university, taipei, taiwan. http://www.jalt-publications.org/tlt/files/95/feb/meara.html http://www.jalt-publications.org/tlt/files/95/feb/meara.html journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2309 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.107-112 107 the effectiveness of using index card match in teaching vocabulary sri ariani 1) , tri setianingsih 2) fpbs ikip mataram sri_ariani@ikipmataram.ac.id 1) , trisetianingsih@ikipmataram.ac.id 2) abstract this research aims to find out is there any significant differences between the impact of traditional teaching method and using index card match in teaching english vocabulary at the first year students of sma hang tuah 3 mataram and to find out does using index card match have a positive effect on students’ vocabulary knowledge. the sample of this research is 40 students. the kind of this research is experimental research. the students are divided into two groups such as experimental group and control group. then the research subjects are pre-tested to know their prior vocabulary mastery. after the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. the scores in both pre-test and post-test are taken as the main data of the research. the data is analyzed by using t-test. keywords: index card match, teaching, vocabulary introduction without a sufficient understanding of words, students cannot understand others or express their own ideas. vocabulary is important across the curriculum from language arts and social studies to mathematics and science. it is intimately connected to both effective reading and writing skills, and these skills in turn are necessary for doing well in school. the students need to master a lot of vocabulary list an educated native speaker will probably have a vocabulary of around 20.000 words. this is the result of adding about a thousand words a year to the 5.000 he or she had acquired by the age of five (thornburry, 2002: 20). moreover, to mastery vocabulary, students are able to know: (1) form of words so that know how is the words written, (2) position so that students know grammatical pattern words, (3) function of words, students are able to know when can use the word, (4) meaning, students be able to know what does to the word mean. assessment of vocabulary is critical for identifying children at risk for reading problems and for designing appropriate instruction. the use of oral measures is essential. tests that require reading or writing make it impossible to differentiate other problems children may have, such as difficulties in word decoding or spelling, from lack of vocabulary knowledge. learners with suspected learning disabilities should be individually assessed on measures that include both receptive and expressive oral vocabulary. receptive vocabulary involves understanding of spoken words, for instance, asking a child to point to a picture that represents a word spoken by the examiner. expressive vocabulary involves using or naming a word, as when the examiner shows a picture to a child and asks the child to name it. although the relationship of receptive vocabulary to reading comprehension seems obvious, expressive vocabulary appears to be an even stronger predictor of beginning reading 108 achievement than is receptive vocabulary. therefore, both areas should be included in a comprehensive assessment according to thornbury, (2002: 62) learning wanting to find an appropriately idiomatic expression to express the general idea that teacher should be modern in their knowledge of teaching method would first look up or modern in the book's index. index card match is more active fun way to review the subject matter. it allows students to pair up and play a quiz with classmates. so that the students are paying attention and better enjoy the learning process because of this way with notes, learners are given the task of studying the topics that will be taught in advance, so that when they enter the classroom already has stock of knowledge. this method is usually used to teach the words or sentences with a partner. for example, the word with the meaning, or about the answer, and so on. methods can be said to be an exciting game because the students are challenged to find a suitable partner with (question and answer) involving physical. the traditional (or conventional) teaching methods are teacher-centered and include the use of lectures and discussions while the problem solving element is presented by and/or discussed with the instructor; the syllabus, the teaching materials, and the student assessments are determined by the tutor and transmitted to students in various lectures (cottel & millis, 1993). however, recent developments in accounting, such as the role of accountants in companies and organizations, the increased use of technology and the implementation of complex accounting practices have allowed a number of important changes in teaching (williams, 1993). therefore, based on the researcher observation in sma hang tuah 3 mataram, the researchers have found that the students still weak in mastering vocabulary and often wrong in pronunciation because of less of the knowledge about the vocabulary itself. when the teacher asks any object or mention it in the class students could not answer it because students didn’t understand with the questions conveyed by the teachers. beside that, the problem often faced by students in learning english language is the way how to express their idea in real situation. it is become big problems for the students in arrange the sentences into good one because lack of vocabulary mastery. based on the explanation above, the researchers conducted research entitled: “the effectiveness of using index card match in teaching vocabulary at the first year students of sma hang tuah 3 mataram. research method according to hatch and farhady, (1982: 1), research is a systematic approach to finding answers to questions. the purposes of the research determine the method and the design of the research. in other to achieve the aims of the research, it is necessary to apply a suitable method among various kinds of method that can be used. in this study, the researcher used quasi experimental with non-equivalent control group design. this study intended to know the effectiveness of “index card match” in teaching vocabulary. one of the most commonly to use quasi-experimental designs in educational research can be represented as: 109 table 1. research design sample experimenta l group control group pre-test o1 o2 treatment index card match method traditional teaching method post-test o3 o4 1. experimental group: the group, which is assigned to the experimental variable or treatment. 2. control group: the group that will allotted to controlled variable is termed as controlled group (singh, 2006: 137). procedure of data collections the procedure of collecting data in the chronological order as following: 1. pre-test in the process of collecting the data, the researcher came to the class as a teacher. the researcher gave the test for students before explaining the material. pre-test is to identify the students’ ability in vocabulary. the test was given to all of group, experimental and control group. it was intended to measure the ability of students in vocabulary before using “index card match”. 2. post-test before the researcher gave the students post-test, the researcher gave treatment to the experimental group. it was four meetings, two meetings for each class. after teaching process or treatment, the researcher gave post-test to both groups. the tests were similar with the pre-test, but different redaction. the tests included 25 items of written vocabulary. technique of the data analysis after collected the data, the researcher analyzed them carefully. to find out the differences between the results of post-test of experimental and control group after giving the treatment. in this research the researchers used two steps in analyzing the data by using this formula: x= 𝑥 𝑛 x = the symbol we use for mean ∑ = symbol for summation 𝑋1 = value of the item xi = 1, 2... n =total number of items. (dowdy, 2004: 271) inferential analysis is concerned with the various tests of significance for testing hypotheses in order to determine with what validity data can be said to indicate some conclusion or conclusions. it is also concerned with the estimation of population values. it is mainly on the basis of inferential analysis that the task of interpretation (i.e., the task of drawing inferences and conclusions) is performed t= 𝑀𝑥−𝑀𝑦 𝑥2 + 𝑦 2 𝑁𝑥 +𝑁𝑦 −2 1 𝑁𝑥 + 1 𝑁𝑦 where: mx = the mean score of experimental group my = the mean score of control group x2 = the square deviation of experimental group y2 = the square deviation of experimental group nx = the sample of experimental group ny = the sample of control group ∑ = the sum of 2 = degree of freedom (kothari, 2004:209) 110 the formula above came to computation of comparing coefficient of the two mean score (experimental and control group), whether it is significant or not. testing hypothesis was used to find out the effect of index card match in teaching vocabulary. it was revealed that from the calculation above there was significant different between the result of pre-test and post-test both of groups, the researcher used inferential analysis by using t-test formula of comparison between the result of t-test and the value of t-table above. like the control group, the mean of experimental group‟s posttest scores (56.55) is larger than the mean of pretest scores (36.00). therefore, from these numbers can conclude on the average the way of teaching has caused the improvement of students‟ scores in both relevant groups. as table 1and 2 show the mean of the two groups is similar in pre-test, but the mean of the two groups was different in post-test. the result of pretest showed that the two groups were almost at the same level of vocabulary knowledge and the mean of two groups were not of great difference. after giving treatment (vocabulary index card match) to the experimental group and traditional teaching method to the control group, the research questions of the study were to be answered “is there any significant differences between the impact of traditional teaching method and using index card match in teaching english vocabulary at the first year students of sma hang tuah 3 mataram? does using index card match have a positive effect on students’ vocabulary knowledge? to answer these questions, the researcher used two comparisons. first, the performances of the two groups compared and second the performances of the two groups in the pretest and post-test compared to investigate their progress and the influence of using index card match and traditional teaching method treatment. the posttest results show that there is a significant difference between the control and the experimental group regarding their vocabulary knowledge. the t observed is 7.34 and t critical at our selected significance level of 0.05 for degree of freedom20 is 2.086. the t observed exceeds the t-critical implying that the experimental group performed significantly better in the posttest. as table shows the posttest results reject the first null hypothesis and it was concluded that there is a significant difference between the experimental and the control group in terms of their vocabulary. based on the result of data analyzed, index card match has positive effect in teaching vocabulary, because the mean score of experimental group was higher than the control group (mx= 20.55 >my= 12.1) finding and discussion using vocabulary index card match card facilitates the students involvement in the class work by sharing answers, trying to participate, paying attention, giving the examples, encouraging to take part in the lesson, participating as volunteers, interacting with each other in a low-risk, warm-up activity, utilizing the new words in the example, working on the vocabulary and pronunciation. the findings revealed that participants in the experimental group, who had received the treatments on vocabulary index card match, significantly 111 enhanced better performance in a vocabulary test. the result of this study indicated that there was significant difference in the efficiency of vocabulary index card match compared to traditional teaching method. it was confirmed that learning vocabulary index card match would lead to better learning than traditional method for four main reasons. according to thornbury, (2002: 62) learning wanting to find an appropriately idiomatic expression to express the general idea that teacher should be modern in their knowledge of teaching method would first look up or modern in the book's index. new words can easily be practiced extensively with vocabulary index card match. learners can separate cards into several categories based on their difficulty level. it helps them review difficult words more frequently than easy ones. second, working with flash card increases vocabulary retrieval. conclusion and suggestion through the analysis of the findings gotten from the students‟ vocabulary pretests and posttests, it was concluded that the contribution of vocabulary flash card in teaching vocabulary to students led to a higher level of vocabulary improvement. using vocabulary flash card facilitates their involvement in the class work by sharing answers, trying to participate, paying attention, giving the examples, encouraging to take part in the lesson, participating as volunteers, interacting with each other in a low-risk, warm-up activity, utilizing the new words in the example, working on the vocabulary and pronunciation. the findings revealed that participants in the experimental group, who had received the treatments on vocabulary index card match, significantly enhanced better performance in a vocabulary test. therefore, consequently, through rejecting the first and second null hypothesis, the researcher can claim that vocabulary index card match is a useful way of enhancing vocabulary learning and can play an important role in teaching and learning vocabulary to the first year students of sma hang tuah 3 mataram. the researcher should give some suggestion related to the finding of the study. the researcher expects that there search was beings useful for english teacher, the students, and the researcher. 1. to english teacher since vocabulary is a very important part of the language, a teacher must equip himself/herself with up-to-date techniques and methods of teaching them. so, the results of this research can be valuable for language teachers at the level of middle school, high school, preuniversity, and universities. 2. to the students the present study showed a new technique in vocabulary learning and teaching such as seven-step vocabulary index card match in order to facilitate vocabulary learning for students and also provide an opportunity for them to use or review their vocabulary in every situation. the students became more confident in their own abilities, and they can motivate themselves to resolve the difficult situation because they have high motivation. 3. to the next researcher the researcher hoped that other researchers had to find a more effective strategy for making motivation of students increased. 112 references allen, virginia french. (1983). techniques in teaching vocabulary. oxford: oxford university press. cottel, p.g., & millis, b.j. (1993). cooperative structures in the instruction of accounting. issues in accounting education, 8(1), 40–60. dowdy, shierly., stanley, weardean., & daniel chilko. (2004). statistics for research third edition. canada: a john wiley & sons, inc. publication. hatch, evelyn., and hossein, farhady. (1982). research design and statistics for applied linguistics. los angeles: university of california. kothari, c. r. (2004). research methodology: methods & techniques. new delhi: new age international (p) limited, publishers. singh, kumar. (2006). fundamental of research methodology and statistics. new delhi: new age international (p) ltd., publishers. suprijono, agus. (2013). cooperative learning teory & aplikasi paikem. yogyakarta: pustakapelajar. thornburry. (2002). how to teach vocabulary. london: pearson education limited. williams, d.z. (1993). reforming accounting education. journal of accountancy, 176(2), 76–82. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2292 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.1-6 1 crafting media to enhance students’ english vocabulary dira permana 1) , siti syafi’atul qomariyah 2) pendidikan bahasa inggris, ikip mataram dirapermana@ikipmataram.ac.id 1) , sitisyafiatulqomariyah@ikipmataram.ac.id 2) abstract this study aims at (1) seeking whether or not crafting media is able to enhance students’ english vocabulary of fourth grade at sdit anak sholeh mataram and (2) elaborating on how craftingmedia is implemented to enhance students’ english vocabulary of fourth grade at sdit anak soleh mataram. this study used classroom action research (car) with test, observation, and documentation as the instruments of gaining data. based on data findings, the mean score of pretest was 80.7 and posttest was 88.9. this significant gap in scores between pretest and posttest (8.2) implied there had been enhancement in students’ english vocabulary achievement as the students were taught by using crafting media. crafting media was implemented through several related phases which presented students’ direct and active selves-involvement to pump up the students’ learning motivation to recognize various objects their surroundings. thus, it can be concluded that crafting media is able to enhance students’ english vocabulary learning of fourth grade at sdit anak sholeh mataram. furthermore, crafting also could help the students drive their motor and language skills. therefore, it is expected that english teachers use crafting media as an alternative teaching media to enhance students’ vocabulary in the english class learning. keywords: teaching media, crafting, english vocabulary, enhancement introduction english has been taught starting from low level of schools; elementary school up to higher schools; universities. the very basic element of english language learning is vocabulary. vocabulary has been considered crucial and plays significant roles in the process of gaining english language skills. scholars in akbari & jahangard, (19: 2012) establish that vocabulary learning is the very heart of language acquisition since vocabulary specialists all together concur that lexical competence is central to communicative competence which is the ability to communicate effectively and properly. students of elementary age are sought to recognize objects of their surroundings as the preparation to know more complex words of world wild after reaching higher level of study. the limitation of the students’ vocabulary mastery at elementary schools has been ordinarily accepted since students of this age are still beginners. the students of basic level, in the process of their learning to acquire various words, tend to have difficulties such as to memorize, spell, pronounce and even know meaning of new words. this situation requires teachers to think harder finding the way that teachers can facilitate students to have sufficient english vocabulary. teaching kinds of words directly to the elementary school students are not enough only by direct instruction. the existence of tools and/or media helps students rapidly acquire words during their learning. scott, et.al (1991: 5) writes most activities for the younger learners should include movement and involve the sense. you will need a plenty of objects and pictures to work mailto:dirapermana@ikipmataram.ac.id1 2 with, and to make full use of the school and your surroundings. consequently, the teachers ought to be creative finding new and interesting teaching media to enrich students’ vocabulary easily. teaching english for children is contrast to teaching english for adults. a teacher should be able to see the level of readiness of students to accept the lesson and the material based on students’ needs. teaching english for children should pay attention to certain conditions. one of which is that children usually learn from their environment. when the teacher teaches vocabulary, for instance, selection of the vocabulary material should be based on considerations; simple words with the emphasis on communicative vocabulary rather than the structure of the language or complex sentences. the teacher should select the materials representing students’ needs. teaching in abstract and complex concepts might eliminate learners’ interest. the wise step is to introduce children to the spoken language through the enrichment of the learners’ vocabulary. children have the ability to automatically absorb the language so that the provision of a continuous input and practical language will make them learn the language with fun. many teaching techniques applied by english teachers in teaching vocabulary to students are frequently not based on the children’s needs and level of learning. there are still many teachers focusing the teaching on "form" and/or on "content". there are also teachers emphasizing the teaching on word-for-word translation method which most experts consider less strategic and unnatural to the teaching of english vocabulary to children. supposedly, learning english as a foreign language is expected to imitate, even it is not similar to their native language acquisition process in which aspects of language and natural context authenticity are taken into account. children and adults are quite different in the way they acquire language. in early childhood, for instance, children are learning to think symbolically and are using language to represent objects, but they still do not think logically or understand the viewpoints of others. furthermore, children at varying stages have different levels of cognitive and social developments compared to adults, as well as different types of relationships with peers and others, and these must be taken into account (philip, et al., 2008). this study focuses on giving students a new teaching media to learn english in a fun and creative learning situation, especially in learning vocabulary, namely crafting. crafting is one of the teaching media which can be used in the elementary school level. weida (2014: 5) notes that considering the senses and emotions as well as cognitive lives of students is a good place for teaching artists and other art educators to reflect upon how we can justify the use of craft materials in the schools. sedaris (2014) states that crafting includes as a whole host of activities associated with skillful attempts at making useful things using hands and resulting in stocking stuffers, grab bag items and painted rocks. crafting is putting ideas into action and then holding them together in inexpensive adhesive. crafting focuses the learning on three activities: (1) problemsolving activities (identifying, matching, sequencing, prioritizing a classifying), (2) interactive activities (making survey or carrying out interview), and (3) creative 3 activities (such as: making mask, birthday cards, etc). these crafting activities can be used to hone the skills of children in motor and language skills, especially in the development of their vocabulary mastery. weida (2014: 5) notes that you may wish to list your top three rationales for craft: from motor skills, to cultural traditions, to experiencing design. in relation to motor skills, a variety of skills that can be done are to (1) create various shapes of animals or objects using origami paper and plasticine malleable, (2) draw freely on hvs and color in accordance with their favorite color, then make a simple flash card using their picture. (3) glue and stick on the specified media. research method this study was a classroom action research by kemmis and mctaggart's model comprising of planning, acting, observing and reflecting. this study was conducted in two cycles at fourth graders students of sdit anak sholeh mataram and consisted of 30 students as subjects of the study. the procedure of applying crafting media in teaching vocabulary was (1) the preliminary test which was conducted to know the ability of students’ vocabulary using multiple choice, (2) the application of crafting media by creating, coloring, sticking and saying. in this stage the teacher did several related processes involving practicing, observing and making notes on all of teaching learning activities to see how far crafting media was applied and (3) continual test which was meant to see the current result of students’ vocabulary achievement. data of the study were both quantitatively and qualitatively collected. quantitative data were taken from vocabulary test scores and qualitative data were taken from observation sheet and documentation results. the standard criteria of success score of the overall students was 70 referring to the school minimal completeness score. data were analyzed by comparing the preliminary and continual scores completed with observation sheets and documentations from which conclusion was drawn. finding and discussion this session presents the results of the findings and discussion of the study. the findings are begun with the implementation of the action which was carried out in two cycles and involved several meetings. the first meeting was initiated by conducting apperception through asking students some questions including whether they knew or not on what kind of paper that the teacher brought. the students seemed enthusiastic in answering the teacher’s questions. after the teacher showed the color paper which was called origami, the students started practicing to make various shapes of animal or objects using origami papers given. in whilst activity, the teacher gave students other colorful papers and were asked to make various shape of animal, fruits, or objects that they liked. the students were very happy and enthusiastic in creating new things using origami paper. the upcoming meeting was utilized by the students to create various shapes of objects, asked to mention what kind of animals that had been previously made. after finished, the students began writing down all objects they had made on the whiteboard following by the teacher asked the students to guess the meaning of any objects they had made in english. next stage, the 4 teacher taught students how words were spelled and phonetically pronounced by instructing students to practice spelling and pronouncing provided words in turns. subsequently, the students were asked to make simple sentences using kinds of animals that had been made using origami papers. based on observation, it was monitored that students had showed enthusiasm of learning and positive responses to show good performance of learning in which they were able to create various shapes and even bravely writing down any shapes made from the origami, however; in terms of spelling the words and how those words written were pronounced were still in doubt and ought to be given some corrections and feedbacks in order that the students could have better ability in the way of acceptably spelling and pronouncing words. therefore, the second cycle was committed. the next meeting was started by greeting students and did brainstorming by asking questions related to the topic to be discussed. the topic was about kinds of fruits. to facilitate the learning, the crafting media used was manila papers. other kinds of tools need to be given in order to drive the students’ will and enthusiasm of learning vocabulary. first of all, the teacher gave a model how to draw and color fruits on manila papers. after showing a model, the teacher divided the students into five groups and gave manila papers to each group. the students of each group were subsequently asked to draw and color some fruits using manila papers. the next step, the teacher asked the students to mention the fruits that they had drawn and colored, while the teacher wrote down them on the whiteboard. next, the students began writing down all the fruits they had made on the whiteboard following by the teacher asked the students to guess the meaning of any fruits they had made in english. next step, the teacher guided the students on how words of fruits were spelled and phonetically pronounced by instructing students to practice spelling and pronouncing provided words in turns. in the final stage, the students were asked to make simple sentences using kinds of fruits that had been made using manila papers. based on observation, it was seen that students in their learning had been able to show very good performance in which the students only were able to mention the words but also were better in writing with good spelling. the students also showed significant action in the way that pronounced the words phonetically accepted. in this occasion, the observer tried to notice all activities in the classroom learning by using the observation sheet. it was about the lesson preparation by the teacher, the learning material presentation, the learning method, and the teaching characteristics. the observation was also about the students’ readiness, the students’ learning activities, the students’ response towards the learning process, and the students’ participation during teaching learning process using crafting teaching media. based on the observation, it was found that most students were enthusiastic to do questions and answers about whatever being learned from the media crafting. students also could pronounciate the words based on phonetic symbols made from media crafting. students could use simple words to make various sentences with better spelling related to the topic given. based on the result of the average scores of students’ vocabulary 5 achievement and indicator of success in which students’ average score in pre-test was 80.7 and students’ average score in post-test was 88.9, these implied that indicator of success had been achieved; applying crafting teaching media could enhance students’ english vocabulary. this result strengthened the existence and satisfying performance of the crafting media as the tool to promote students’ vocabulary mastery. the result of this study is discussed on the basis of the field action and relevant theories on the study of implementing crafting teaching media which aims at improving students’ english vocabulary. in answering the research question which stated: “is crafting teaching media able to enhance students’ english vocabulary at the fourth graders of sdit anak sholeh mataram”, the researchers used the results of pre-test and post-test that had been done by the students of class 4 abu ubaidah as main data to be studied and from which conclusion was drawn. it could be seen from the result of students’ average scores both in pre-test was 80.7 and students’ average score in post-test was 88.9. it means that based on the result of pre-test and post-test, implementing crafting teaching media had successfully improved students’ english vocabulary. this high score of enhancement was achieved in the second cycle. considering this successful achievement, the students’ english vocabulary was much better and significantly enhanced through the use of crafting teaching media compared to the previous condition. in the other words, it was proven that implementing crafting teaching media could enhance students’ english vocabulary. for the first cycle, the researchers considered unsuccessful and make the researchers revise and continue to the second cycle. after doing the acting phase of cycle one, the researchers were doing the observation while the teaching learning process happens. it was to prove how crafting was taught to improve students’ english vocabulary. based on the observation of the first cycle, it was found that some students were still in doubts to do questions and answers about the learning materials being learned from the crafting media maximally. students still did not pronounciate the words well and did not represent phonemic symbols. consequently, some students mispronounciate the words made from media crafting. this result proved that crafting teaching media in the first cycle still had not successfully improved the students’ english vocabulary. it also needed the teacher’s more performance during the teaching-learning process of next cycle. in acting phase of cycle two, the teacher must more motivate the students to be braver in asking questions. and the teacher also must be more creative in giving a model in using crafting media and gave them a lot of chance in practicing. in the second cycle, it was proven that implementing crafting teaching media could improve the students’ english vocabulary. the students seemed more enthusiastic in asking and answering question given by the teacher in teaching learning process. they were also able to make various shapes of animal or other objects using crafting media and also able to mention the name of animals and other objects in english. it also influenced by the teacher’s performance in teaching learning process. the teacher overall could show a better performance. dealing with those findings, the researchers considered 6 successful in implementing crafting teaching media to improve students’ english vocabulary. this crafting activity can be used to hone the skills of children in motor and language skills, especially in the development of their vocabulary mastery. in relation to motor skills, a variety of skills that can be done is to 1) create various shapes of animals or objects using origami paper media or can also use the media plasticine malleable and safe for children, 2) draw freely on hvs in accordance with the theme given by the teacher accompanied by coloring in accordance with their favorite color, then make a simple flash card by using their picture. 3) gluing and sticking on the specified media, etc. meanwhile, with regard to teaching vocabulary, variations of the game that can be done is; 1) look and say, 2) hear and choose, 3) hearing and mentioning, 4) figure out the name of my animals, my flowers, my fruits, etc, and 5) construct words and phrases about various animals or other objects. these several phases were also used to answer the second research question stating: “how is the process of crafting teaching media implemented to teach english vocabulary at the fourth graders of sdit anak sholeh mataram”. conclusion and suggestion based on the results of study above, it can be concluded that crafting media has been able to enhance students’ english vocabulary, in which students’ average score in pre-test is 80.7 and students’ average score in post-test is 88.9. there has been significant gap in scores between pretest and posttest which is 8.2 points showing enhancement. therefore, it is suggested that teachers use crafting media as the alternative teaching media to teach english in the class, particularly in enriching students’ vocabulary learning in elementary school level. references akbari, somayeh., & jahangard, ali. (2012). second language vocabulary learning; an empirical study. lulu, the asian society of applied linguistics. ellis, g., & jean, b. (2002). the primary english teacher’s guide. england: penguin english. philip, jenefer., oliver, r., & mackey, a. (2008). second language acquisition and the younger learner, child’s play. jhon benyamin publishing company: philadelphia. scott, w. a., & ytreberg, l. h. (1991). teaching english to children. essex: longman. taggart, kemmis. (1998). research methodology. london: beech wood college press. weida, courtney lee (ed.). (2014). advances in creativity and giftedness; crafting creativity & creating craft craftivism, art education, and contemporary craft culture. sense publisher. 1 improving students’ speaking ability through two stay – two stray of fpbs ikip mataram dedi sumarsono (dedi_aqil@yahoo.com) abdul kadir bagis faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research is aimed at knowing whether students‟ speaking ability can be improved by using two stay two stray and what are the strengths and weaknesses of two stay two stray in teaching speaking in the second semester students of fpbs ikip mataram in the academic years of 2013/2014. this research uses classroom action research (car) which is taken from kemmis and mctanggart‟s design; it consists of 2 cycles. every cycle consists of four phases those are: planning, acting, observing, and reflecting. the subject of this research is the students in ii d of fpbs ikip mataram. field note, questionnaire, and test are used in collecting the data. there are three tests used in this research, they are: pre-test, post-test 1, and post-test 2 with the standard of students‟ successful was 65. the findings of the research showed that (1) the students‟ speaking ability improved; (2) related to the field note results showed that the students were more confident and enthusiast in speaking. it can be seen from their participation in the class, in the conversation, and their performance in group work; and (3) related to the questionnaire result, it is proved that the response of the students toward two stay – two stray in teaching speaking is 96%. based on all those findings, it can be concluded that the application of two stay two stray can improve the students‟ speaking ability. key words: fan-n-pick technique and teaching speaking. 2 a. introduction speaking as one out of the four english skills plays an important role in mastering the english language itself. as a skill, speaking is the most used skill by the students rather than the three others namely reading, listening, and writing. according to richards (2008: 19) learners consequently or are often evaluated their success in language learning as well as the effectiveness of their english course on the basis of how much they feel they have improved in their spoken language proficiency. from this statement it indicated that most language learners regard speaking ability as the measure of knowing a language. speaking is also a crucial part of the second language teaching and learning. however, today‟s world requires that the goal of teaching speaking should improve students‟ communicative skills actively and as a result they can express themselves and learn how to use the language. the misleading in teaching speaking could cause fatal problems during the classroom teaching and learning process. it will make them bored even since the class begins; they become afraid to talk and even shy to talk to other even to the teacher which can cause them not to know how to express their ideas orally. nowadays, many teachers agree that students should learn to speak the second language by interacting to others. on this case, students should master several speaking components such as: comprehension, pronunciation, grammar, vocabulary, and fluency. in brief, english teachers should be creative in developing their teaching and learning process, to create a good atmosphere, to improve the students speaking skill, to pay attention to the speaking components done by the students and to make the english lesson more exiting. even though one of the learning objectives of english language above is directed to improve the student speaking ability, it may affect the classroom teaching and learning process. it can be seen by the low level of student‟s speaking skill in fpbs ikip mataram. the experiences of the writer as one of the graduated students from fpbs ikip mataram found that only few students could use english well, some of them could not speak well in english and even some others could not speak in english at all. it could be seen from the way the students express their idea during the teaching and learning process. the students still mix or switch the language. for example “yesterday i go to jakarta bersama dengan orang tua saya”. another example is that the students were still confused when the teacher asked them in english and say “maaf, saya tidak mengerti, bisa bapak ulangi”, etc. there are many factors that can cause the students to have low 3 speaking achievements. it could be caused by the internal and external factors. motivation, interest, intelligence, self-confidence and selfesteem are the examples of the internal factors. meanwhile, economic background, teaching and learning materials, teachers‟ method and performance including their teaching styles are the examples of the external factors. method used by the teacher in the classroom teaching is often assumed as the external factor that causes the student‟s speaking problem. according to mackey (1965: 138) the method used by teacher has often been said to be the cause of success or failure in language learning for it is ultimately the method that determines either what or either how of language instructions. based on the observation above, it can be assumed that the audiolingual method is the method used by the teacher in fpbs ikip mataram. it could be seen from several teaching techniques implemented in speaking classroom teaching. the teacher often applied the drill techniques in presenting the material before practicing the conversation on the english text book. also, the students were encouraged to memorize the dialogue in pair and then they performed it in front of the class. besides, the teacher seemed to be the center in teaching and learning process and the students just received what they taught. from that matter of facts, it is clearly seen that the method used by the teacher (audio-lingual method) became the causes of students speaking problems. even though, this assumption needs to be approved through this research. actually it‟s not easy to teach language skills especially speaking without using suitable method, because a large number of methods are based on the ideas of how languages are learned. therefore, the research is done in order to know the effectiveness of the method used in teaching speaking. there are many methods of language teaching that may be selected for the teaching of speaking skill. one of the appropriate methods in developing speaking skill is cooperative learning two stay two stray model. according to knight (1999: 3) cooperative learning is learning mediated by students rather than the instructor. in cooperative learning, students work in groups to teach themselves content being covered. teachers can utilize a variety of learning structures while providing cooperative learning. the two stay two stray model from its origin name “one stray” adapted from kagan (1994) expands on the basic principles of cooperative learning where the students work and share together in group. it gives the opportunity to the entire group to share their information and findings to other group available. the group 4 formations consist of 4 persons each, within the process two of them will stay in the group and two other will stray around the groups to share and find the information. these activities also ensure that each learner within the group has a specific role, and that if each learner does not fulfill his/her role, the group effort fails to meet its overall objective. according to kagan & kagan in brody (1998: 112) simply placing students in a group and telling them to work together on some curriculum problem without providing a structure for the students to work within is group work. cooperative learning itself has its own historical background when it is implemented in the university. according to johnson, johnson, & holubec, 1994 in morgan & keitz (2010: 2) cooperative learning in college classes has its roots in the theories of social interdependence, cognitive-development and behavioral learning. some research provides strong evidence that cooperative learning result in greater effort to achieve, more positive interpersonal relationships, and greater psychological health than competitive or individualistic learning efforts. this model of cooperative learning has never been done before in fpbs ikip mataram. b. theoretical foundation like other english language skill with their own components, there are some components of speaking skill, namely: grammar, vocabulary, pronunciation, fluency, and comprehension (brown, 2004: 172). the following are the description of those components. 1. grammar grammar is one of the important components in speaking. it is a language aspect that relates whether or not the speaker is able to use the correct form of the language he learns. ur (1991: 75) states that grammar is sometimes defined as the way words are put together to make correct sentences and speak in the target language (english) by using good, correct sentences. sentences are made of combination of words using the appropriate grammar which makes the sentences meaningful. the use of grammar shows whether or not the speaker uses the correct forms of the target language. if the speaker ignores the correct use of grammar, the listener will find many difficulties in understanding his sentences. briefly, the mastery of grammar is important to make good sentences which support the speaking to be understandable so the listener can understand the ideas or the messages easily. 2. vocabulary in learning a new language, vocabulary is very important. richards and rodger (1999: 32) state that vocabulary is one of the most important aspects of foreign language learning. the vocabulary is 5 considered as the most important factor in the foreign language learning. vocabulary refers to the mastery of the new words, the meaning, and the usage. improving the vocabulary can be done by making the list of the new words or by consulting the dictionary or by finding the synonym and the antonym. mastering a large number of vocabularies is very beneficial for the speaker. the speaker can use his vocabulary to express his ideas or messages using various words or phrases or sentences. without good mastery of vocabulary, it is impossible that the speaker can speak fluently and accurately in the target language. 3. pronunciation the aim of learning pronunciation is to help the speaker to be able to pronounce the words, phrases, or sentences accurately. a consideration of learners‟ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the classroom. when a learner says, for example, soap in a situation such as a restaurant where they should have said soup the inaccurate production of a phoneme can lead to misunderstanding. a learner who consistently mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. this can be very frustrating for the learner who may have a good command of grammar and lexis but have difficulty in understanding and being understood by a native speaker (kelly, 2000: 11). 4. fluency more fluent speakers tend to speak more and their phrases are longer. louma (2004: 88-89) states that fluency is a thorny issue in assessing speaking. this is partly because the word „fluency‟ has a general meaning, as in „she is fluent in five languages‟ and a technical meaning when applied linguists use it to characterize a learner‟s speech. however, even in technical terminology, fluency can be used in a range of senses. the narrowest definitions only include a few features, typically pausing, hesitations and speech rate, whereas the broadest uses are virtually synonymous with „speaking proficiency‟. definitions of fluency often include references to flow or smoothness, rate of speech, absence of excessive pausing, absence of disturbing hesitation markers, length of utterances, and connectedness. these characterizations are complex, however, because they are not simply descriptions of a speaker‟s speech but also of a listener‟s perception of it. to illustrate this, in the phrase „excessive pausing‟, the pausing is a feature of a learner‟s speech, while the excessiveness is based on a listener‟s judgment. 6 5. comprehension comprehension is a test to find out how well students understand written or spoken language and the ability to understand completely and be aware of the situation, facts, etc. according to swain in nation & newton (2009: 115) the comprehension approach suggests that speaking should not be encouraged until learners have substantial receptive experience and knowledge of the language system. some researchers, however, argue that the knowledge that is needed to speak will not come unless the learners are “pushed” to speak. c. research method the method used in this study was classroom action research (car) method which was derived from the root an action research. because it occurs in the classroom frame, it was called car. this research was held from november, 1 st 2013 up to may, 27 th 2014,this research was conducted at second semester students of fpbs ikip mataram in the academic years of 2013/2014 the researcher uses classroom action research kemmis and mc taggart model, which consist of four steps namely: planning, a c t i o n , o b s e r v a t i o n , a n d reflection. improvement of the problem in this research was brought by a series of cycles. the subject of this study was the students in ii d class of fpbs ikip mataram in the academic years of 2013/2014. the number of students consists of 40 (forty) students. there were 28 (twenty eight) females and 12 (twelve) males. it was chosen based upon the researcher‟s observation at that class proving that they were not enthusiastic and not courage enough to involve in the speaking learning process. they were encountered with the hesitance of practicing the material as well as the drilling conducted by the teacher in the learning process. in the other words, the students have the problems with their confidence. therefore, they could not cope with the class material. that is why they need an appropriate strategy to help them improve their speaking. there are four phases of this research: a. planning: the researcher and collaborator made some planning based on the finding of preliminary study. the following activities in this action planning were deciding to practice test, making lesson plan, preparing material, student‟s worksheet, and instrument of post-test, media, and determining criteria of success. besides, before teaching and learning process was conducted, the researcher would did training for the teacher as the observer, to make sure that he/she understood with the technique that researcher used. b. acting in this phase, both the researcher and teacher collaborate to carry out the planned action. in implementing the action, the researcher acted as the english teacher. meanwhile the collaborator acted as the observer who observes class condition and all activities that happened in the teaching and learning process. c. observing when the a c t i o n phase, the collaborator also observed the teaching learning process by using fan-n-pick technique. when observing, the collaborator observed all of activities in the classroom by 7 using field note to write down it. d. reflecting researcher analyzed the data collecting and summarizes it. so if the average score of students did not achieve the indicator of success, it would be continued to the next cycle. d. technique of data analysis technique of collecting the data in this research using qualitative data and quantitative data. the qualitative data consists of field notes. meanwhile, the quantitative data used questionnaire, pre-test and post-test (suharsimi, 2010: 127).in analyzing the numerical data, first the researcher tried to get the average of students‟ speaking skill per action within one cycle. it was used to know how well students‟ score as a whole on speaking skill. it used the formula (sudjana, 2002: 67): where: = mean x = individual score n = number of students besides analyzing the result of the test and observing the activity during classroom action research, the researcher also used questionnaire to find out students‟ response toward fan-n-pick technique in speaking. in analyzing the students‟ response, the researcher used formula: p= where: p = the percentage f = frequency of the percentage is being calculated n = number of cases based on the school agreement between the researcher and the teacher, classroom action research could be called successful if it could exceed the criteria that had been determined, that is when there is 75 ℅ of students could achieve the target score (kusumah and dwitagama, 2009: 53). it means that during car students had to achieve the target score of kkm 65 of speaking test started from the pretest until the post-test in the cycle. e. finding and discussion the result of this research was discussed on the basis of relevant theories under the study of the use of two stay – two stray improve students speaking ability at ii d of fpbs ikip mataram in the academic years of 2013/2014. based on the findings, it was proved that teaching speaking using two stay – two stray improved students‟ speaking ability. the mean score of students score in pre-test 54.3 while the mean score in cycle i 60.6 and the mean score in cycle ii was 66.6. that was increasing score every step. so it could be categorized success. this study had succeeded in two cycles; therefore the researcher did not need to continue to the next cycle. the questionnaire and field note showed that the students‟ quality of learning activity in the class was 8 improved day by day. they felt enjoy and enthusiasm during the teaching and learning process. and also all students active to ask and answer the question coming from the researcher and their friends. the students‟ personal response through the questionnaire indicates that the students were motivated to speak english because all the activities of the two stay – two stray method involved and forced all students to speak. in other, the students‟ response that this method was enjoyable improved their speaking. the next steps was discussion or sharing of solving problem in group work that very involved and forced students to speak, furthermore all students had to speak although at first meeting they were still confused to explore their grammar, pronunciation, vocabulary, comprehension and fluency but day by day they were accustomed to this method so their speaking ability improved. from the statement above, it showed that using of two stay – two stray not only improved students‟ speaking ability at ii d of fpbs ikip mataram in the academic years of 2013/2014 but also enhance actively their involvement in the teaching and learning process. f. conclusion and suggestion based on the research conducted in ii d class of fpbs ikip mataram in the academic years of 2013/2014, the researcher concluded that two stay – two stray technique can improve students‟ speaking ability showed by the score they get. furthermore, from the students‟ response toward the teaching and learning activity during car, it is proved that the response of the students toward two stay – two stray technique in teaching speaking is 100% that means it falls into very strong category. it can be seen their answer in the questionnaire, they are very agree if two stay – two tray makes them more creative, enthusiastic, and enjoy in speaking. moreover, t h e f i e l d n o t e showed that the students seemed braver and more confident in speaking. it proven by their participation in the classroom when they played fan-n-pick, discussions in group work, perform in the front of the teacher when they gave a test, their grammar, vocabulary, comprehension, pronunciation, fluency and feeling confident about speaking. the researcher would like to give some suggestions to be considered by english teacher as follows: two stay – two stray technique would be very helpful to improve students‟ ability in speaking, so the teacher needs to maintain using two stay – two stray technique as alternative technique of the teaching .the teacher should give clear explanation, control the students‟ activities, and instruction in directing him students using two stay – two stray. 9 references arikunto, suharsimi. 2010. penelitian tindakan kelas, jakarta: bumi aksara. brody, celeste m. 1998. professional development for cooperative learning: issues and approaches. state university of new york press. brown, h. douglas. 2004. language assessment, principles and classroom practices. new york: pearson education kelly, gerald. 2000. how to teach pronunciation. pearson educated limited england. knight, jim. 2009. cooperative learning instructional coaching. the kansas coaching project. louma, sari. 2004. assessing speaking. new york: cambridge university press. mackey, william f. 1966. language teaching analysis, london: longman, green and co. ltd. morgan, bobbette m. and keitz, ruth a. cooperative learning in higher education: comparison of hispanic and non-hispanic graduate student reflections on group exams for group grades. national forum of multicultural issues journal volume 7, number 1, 2010. nation, i. s. p. & newton j. 2009. teaching esl efl listening and speaking. new york: routledge. richards, jack c. 2008: teaching listening and speaking from theory to practice. usa: cambridge university press. richards, jack c. and rodgers t. s. 1999. approaches and methods in language teaching. cambridge: cambridge university press. sudjana. 2002. metode statistika. bandung: p.t. tarsito. sudijono, anas. 2008. pengantar statistis pendidikan. jakarta: p.t. raja grafindo persada. ur, penny. 1991. a course in language teaching, practice and theory. cambridge. cambridge university press. 40 the effectiveness of “ghost definition” in teaching vocabulary fathurrahman imran (imran.sandongan@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this research aimed to find out whether ghost definition is effective or not in teaching vocabulary at the first semester of fpbs ikip mataram in academic year 2013/2014”. the research design used was experimental research by using post-test design only. the population of this research was 80 students, which consist of 3 classes. then, the researcher took only 2 classes or 52 students as the sample. in collecting the data, the researcher used the data obtained from the posttest given after treatment. by analyzing the data, researcher can find out the differences between the result of posttest of the control group and the experimental group before and after the treatment. the analysis of results may be subdivided into descriptive statistics and inferential statistics. the finding show that the mean score of experimental group was higher than control group (x1 73.28 > x2 62.66) while, the score of t-test was 2.16 and t-table was 2.00856 (t-test 2.16 > ttable 2.00856) with 50 degree of freedom and the confidence level of 0.05%. thus, conclusion of this research showed that ghost definition was effective in teaching english vocabulary. it can be concluded that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. based on the findings, it is suggested that the lecturer expected to apply ghost definition in teaching english vocabulary at any time and then the students always practice to be more active in memorizing new words. key word: ghost definition, vocabulary 41 introduction vocabulary is a list of words which is means for distributing communication with other people. so, by knowing and memorizing a lot of vocabulary we can easily and fluently to communicate with others. according to hiebert & kamil (2005: 3) vocabulary is the knowledge of meaning of words. what complicates this definition is the fact that words come in at least two forms: oral and print. knowledge of words also come in at least two forms, receptive-that which we can understand or recognize-and productive-the vocabulary we use when we write or speak. vocabulary is microcosm of human consciousness, as seen to be an integral part of comprehension, as one of two aspect of comprehension instruction, the other being comprehension strategy instruction, the knowledge of meaning of words. with teaching vocabulary students able to make written form; students can write good words, position: grammatical patterns; students can use good patterns in sentences, function: appropriates; students can use appropriates words in good sentences, meaning: concept; students be able to know meaning of words. moreover, to mastery vocabulary, students are able to know: form of words so that know how is the words written, position so that students know grammatical patterns of word, function of words, students be able to know where can use the word, meaning, students be able to know what the word means. in delivery to develop students‟ vocabulary, lecturer necessary to make good technique in teaching manner. so if the students master in vocabulary they will understand what the speaker of foreign language in here english talking about and it easier for the learner to give their ideas in that language directly or indirectly. based on the problem above, researcher interested to use ghost definition in teaching vocabulary as a solution. used ghost definition in learning process is one of way to help students easier remembering new words, they not only learn about remembering new vocabulary but also they can enjoy in learning process because ghost definition is an activity with rules. they will find many vocabularies because in ghost definition they will focus on the exact meanings of lexical items, and they will make or expressed by another definitions or paraphrases. based on the description above, the problem statement of the research is “is ghost definition effective in teaching vocabulary for second grade students the first semester of fpbs ikip mataram in academic year 2013/2014?” the aim of this study is “to find out whether ghost definition is effective or not in teaching vocabulary at the first semester of fpbs ikip mataram in academic year 2013/2014. 42 review of related literature the kinds of vocabulary according to hiebert & kamil (2005: 3) there are two kinds of vocabulary: 1. receptive vocabulary receptive or recognition vocabulary is that set of words for which an individual can assign meanings when listening or reading. these are words that are often less well known to students and less frequent in use. individuals may be able assign some sort of meaning to them, even though they may not know the full subtleties of the distinction. typically, these are also words that individuals do not use spontaneously. however, when individuals encounter these words, they recognize them, even if imperfectly. 2. productive vocabulary productive vocabulary is the set of words that an individual can use when writing or speaking. they are words that are well-known, familiar, and used frequently. ghost definitions according to morgan & rinvolucri (2004: 13) ghost definition is to focus on the exact meanings of lexical items, and how they can be expressed by definitions or paraphrases. furthermore, mccarteen (2007: 11) added that related to the idea outlined above about monitoring shared knowledge and views, a large number of expressions fall into a category which linguists call vague language. these include expressions that use very general, often informal words, instead of specific words to refer to things, activities, or situations for some reason the expert called them as a ghost definition. 1. procedure to teach ghost definition a. explain how you prepared the definitions. b. give out the text, and ask the students to match the definitions to the underlined words, and then to find words to suit the remaining definitions. c. ask them to look at the work of two or three other students in the class. 2. preparation in teaching ghost definitions choose a text, and underline eight to ten words and phrases in it. then, at the foot of the page, write definitions of these words, in no particular order, together with definitions of two to four other words not in the text, but related to the overall context. make one copy of the annotated text for each student in the class. 3. the advantage and disadvantage of ghost definition the advantage of ghost definition is that they can be specially written or adapted to suit curriculum needs, to present a steady progression of grammar and vocabulary to be learnt, to form the basis for student assessment and grading, etc. on the other hand, they cannot address the huge variety of individual student needs, even among those who are at the same level‟. research method research design according to kothari (2004: 31) states that research design is the arrangement of conditions for collection and analysis of data in manner that aims to combine relevance to the research purposes with economy in procedure. the method that was used in this research is quasi experimental design by using posttest design only. according to cook & cambell (2002: 117) in quasi-experimental design, outcomes may only be measured at the 43 end of the study (rather than at the beginning and end). the researcher taught the two groups of samples namely experimental group and control group. experimental group was treated by ghost definition and control group was treated by technique that usually used by the lecturer at fpbs ikip mataram. the quasiexperimental design with no pre-test was used: the scheme of research where: nr = non-random x = treatment o1 = post-test of experimental o2 = post-test of control group (cook & cambell, 2002: 116) the population of this research was the first semester of fpbs students of ikip mataram in academic year 2013/2014. the total numbers of students are 83 students. therefore, the researcher used cluster random sampling technique to take two classes as the sample for this research. the researcher in this case used lottery and those two classes that popped out were a and b class. a class was the control group and b class was the experimental one. techniques of data analysis the data that has been collected then need to be analyzed. by analyzing the data, researcher can find out the differences between the result of posttest of the control group and the experimental group before and after the treatment. the analysis of results may be subdivided into descriptive statistics and inferential statistics: (miller, 2005: 19). for that, the writer used two steps in analyzing the data, they are: descriptive statistics is used to display the important features of the data. the most commonly used measures of central tendency are mean, mode, median, and standard deviation. after that, formulate below used to precede the data score in descriptive statistics to know the mean, mode, median, and standard deviation: calculating the mean score of experimental and control group by using the following formula: experimental group control group x₁= ∑𝑋₁ 𝑁1 x₂= x₂ n 2 (miller, 2005: 67) after calculating the mean score, then the writer was determined the median. the median is an alternative measure of the central value of a set of scores. it is defined very simply as that value which has as many scores above it as below: nr x o1 ……………………... nr o2 44 the next, the writer was determined the mode. the mode defined as the most frequently occurring value in a set of scores. it can be found very simply by inspection of the data. (anassudijono, 2007: 306) inferential statistics was used to decide whether the results confirm the predicted effects of the independent variable. in other words, this analysis will draw the conclusion whether the scores between the two groups are significant and the use of ghost definitions is effective or not. so, in this step, the writer was substituting the values of x1, x2, s1, s2, n1, n2 in the computational formula for “t” to identify the significant deviation of two mean scores: 1 1 2 2 1 2 1 22 2 2 2 1 1 2 2 1 2 ( ) ( ) ( )( ) n x x n n n n t n n s n s n n       discussion data description this research was conducted for 4 weeks, started on 4^thmarch 2014 to 3^th april 2014. the research was conducted in teaching and learning process at fpbs ikip mataram. the steps from this research as follows: at the first meeting on 4^thmarch 2014 the researcher gave pre-test to the experimental class, the next meeting on 5^thmarch2^ndapril 2014 the researcher was treated the experimental class by using ghost definition.on3^nd april 2014 the researcher gave post-test to the experimental class, to find out whether ghost definition is effective or not in teaching vocabulary. data description of experimental group the result of data analysis shows that the highest score was 84 and the lowest score was 64. the mean score was 73, 28, the mode was 70, 98, median was 71, 42, range was 20, and the standard deviation was 15, 09. then the frequency distributions of the data are shown in table 02, page 25. frequency distribution class limit class boundaries midpoint tally frequency percentage 64-68 69-73 74-78 79-83 84-88 63.5-68.5 68.5-73.5 73.5-78.5 78.5-83.5 83.5-88.5 66 71 76 81 86 iii iiii iiii iii iiii ii i i 3 13 7 1 1 12.00 52.00 28.00 4.00 4.00 total 25 100 histogram and polygon of experimental group 2 n cfb me l i fw             2 fi mo l i fi f         45 data description of control group the result of data analysis shows that the highest score was 80and the lowest score was 48. the mean score was 62, 66, the mode was 62,48, median was 62,64, range was 32, and the standard deviation was 38, 76. then the frequency distributions of the data are shown in the below: frequency distribution class limit class boundaries midpoint tally frequenc y percentage 48-53 54-59 60-65 66-71 72-77 78-83 47.5-53.5 53.5-59.5 59.5-65.5 65.5-71.5 71.5-77.5 77.5-83.5 50.5 56.6 62.5 68.5 74.5 80.5 ii ii iiii iiii iiii i iiii i i 2 2 16 5 1 1 7.40 7.40 59.25 18.51 3.70 3.70 total 27 100 histogram and polygon of control group testing hypothesis is used to find out the effect of ghost definition in teaching students‟ vocabulary. the hypothesis was tested by using t-test. to get answer of the question, the researcher proposed hypothesis as tentative answer to the question. those hypotheses are started as follows: alternative hypothesis (ha): “a ghost definition is effective in teaching english vocabulary.” and null hypothesis (ho): “a ghost definition 0 5 10 15 0 2 4 6 8 10 12 14 16 46 is not effective in teaching english vocabulary” based on the computation of t-test shows that ghost definition gave positive effect in teaching students‟ vocabulary at the first semester of fpbs ikip mataram, because the result analysis shows that to(2,6)is higher than tt(2,00), it means that to(2,6) > tt(2,00). so, ha (alternative hypothesis) was accepted while ho (null hypothesis) was rejected. conclussion and suggestion used ghost definition in learning process is one of way to help students easier remembering new words, they not only learn about remembering new vocabulary but also they can enjoy in learning process because ghost definition is an activity with rules. they will find many vocabularies because in ghost definition they will focus on the exact meanings of lexical items, and they will make or expressed by another definitions or paraphrases. this this research, the researcher used ghost definition that can make the students‟ easier to make and remember new words based on the five elements of vocabulary such as; form, position, function, and meaning. based on the result of the data analysis, ghost definition has positive effect in teaching students‟ vocabulary, because the mean score of experimental group was higher than control group (x₁=73.28 > x2=62.66) and there is significant difference between students was being thought by using ghost definition and students not using ghost definition, the students have more vocabulary because the instrument that the researcher used was easy and suitable for the students and then with ghost definition the students can explore their idea because ghost definition is to focus on the exact meanings of lexical items, and how they can be expressed by definitions or paraphrases, when the researcher taught them with easy grammatical function, easy word to understanding and suitable material the students can write good word, can use good patterns in sentences, can use appropriates words in good sentences, and be able to know meaning of words. and then the researcher really proud to the students after taught by ghost definition because the students has self-confidence when the students did the exercise in the class room. so, ghost definition is effective in teaching vocabulary. based on the conclusion above, the researcher would like to offer some suggestion as follows: 1. the english lecturer should apply the appropriate technique in teaching learning process. the lecturer can use ghost definition in teaching students‟ english vocabulary because ghost definition has positive effect to improve students english vocabulary mastery and the english lecturer should introduce the students english vocabulary using appropriate media. 2. the lecturer should understand students‟ difficulties in studying english so that the lecturer can give a better solution to them. 3. the student is expected to be more active in memorizing new english vocabulary in the classroom or out the classroom to teach their vocabulary mastery. 4. finally, the researcher expects to the other researcher to be more active in conducting further research to find out more technique in teaching students vocabulary mastery. 47 references allen v.f. 1983. techniques in teaching vocabulary. new york: oxford university press. anas sudijono. 2007. pengantar statistik pendidikan. pt raja grafindo persada. jakarta. in fathurrahman imran, 2013. simple statistics, institutkeguruandanilmupendidikan, ikip mataram. unpublished cook, thomas d &cambell, donald t. 2002. quasi-experimentation design & analysis issues for field settings. houghton mifflin company. hiebert, elfrieda h &kamil, michael l. 2005.teaching and learning vocabulary, bringing research to practice.london: mahwah, new jersey. hughes, arthur. 2003. testing for language lecturer. second edition. cambridge: cambridge university press. kothari, c.r. 2004. research methodology method & technique. india: new age international (p) limited, publisher. levine, d.m. 2005.even you can learn statistics. new york: pearson prentice hall. mccarten jeanne. 2007. teaching vocabulary, lesson from the corpus, lesson for the classroom. new york: cambridge university press. miller, steve. 2005. experimental design and statistics. second edition. london and new york: routledge international thomson publishing company. this edition published in the taylor & francis e-library. morgan john &rinvolucry mario. 2004. resource books and lecturers. second edition. new york: oxford university press. nation, i.s.p. 1990. teaching and learning vocabulary. new york. heinli and heinli.in nurizmi, 2013.the effectiveness of using puzzle in teaching vocabulary: an experimental study at ofmts.baturaklangko in academic year 2012/2013. institutkeguruandanilmupendidikan, ikip mataram.unpublished read john. 2000. assessing vocabulary, new york: cambridge university press. sugiyono. 2013. metodepenelitiankuantitatifkualitatif r&b,bandung: alphabeta. thornbury, scott. 2002. how to teach vocabulary, england: pearson longman. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 83 assessment to improve reading comprehension tri setianingsih (1) (triset66@gmail.com (1) ) faculty of education for language and art (fpbs) mataram institute of teacher training and education (ikip) abstract reading comprehension is important skill to acquire information and knowledge from any kind sources. difficulties in reading comprehension for students in learning english as efl/esl has forced teacher to apply appropriate principles and strategies. one strategy that believed can help to solve the problem in reading comprehension is assessment. four roles model can be adapted for assessment and used as a framework to address the complex nature of reading comprehension difficulties by considering the reader as: (a) a code-breaker, (b) a text-participator, (c) a text-user, and (d) a text-analyser. breaking the code emphasised decoding of the words, and encoding of information, understanding the conventions of written, spoken, and visual multimodal texts by recognising and using the surface features of print. there are two kinds table of assessment. table 1 presents a flexible reading comprehension assessment matrix showing the four roles of the reader with the before, during and after reading phases. table 2 shows the elements within the matrix can be adjusted to reflect appropriate items suited for different stages of reading development or with a particular focus in mind. keywords: assessment, reading comprehension introduction there are many environmental and personal factors that contribute to reading success. reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. however, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. good assessment requires a multifaceted approach to reading diagnosis and flexible interventions in order to cater for individual learning needs. hence, reading comprehension is a such important skill that students need to acquire some informations even though knowledge from any kind sources such as text, newspapers, and magazines. this discussion investigates the educational issues for the assessment of students with reading comprehension difficulties and suggests appropriate principles and strategies that teachers can apply to inform assessment and teaching practice that is suitable for indonesian students in learning english as efl/esl. journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 84 discussion assessment educators generally agree that assessment is fundamental to the effective teaching of reading and to the design of individualised reading intervention programs (clay, 1992; coccamise & snyder, 2005). however, joshi and aaron (2000) claimed that most assessment procedures currently being used in the schools today are based on limited theoretical models of reading and tend to give the impression that all comprehension difficulties are merely found within the reader. generally speaking, these assessment procedures have sprung from specific theories that are concerned either with a single aspect of reading, such as word decoding, or are focused on global aspects, such as overall cognitive ability (freebody & frieburg, 2001; joshi & aaron, 2000). the reality is that reading successfully requires a complex interaction of language, sensory perception, memory, and motivation (pikulski & chard, 2005). thus, a number of researchers have called for better assessment models of comprehension and appropriate intervention programs to reflect this complex process (pressley, 2002a; schunk, 2004). furthermore, it is claimed that students with learning difficulties can make greater progress when instructional interventions are multifaceted by combining a number of approaches (hay, elias, & booker, 2005; national reading panel, 2000). in contrast, paris and oka (1989) claimed that most existing standardised comprehension tests are inappropriate to assess the possible comprehension benefits of teaching students to use multiple reading strategies. to overcome these limitations educators may need a range of assessment strategies and instruments that robustly reflect the dynamic, developmental nature of comprehension within the reader and with his or her interactions with other external dimensions such as activity, text, and context (duke & pearson, 2002; gillet & temple, 1994; snow, 2003). changing views of reading the simple view of reading held that word reading ability and listening comprehension account for nearly all of the variance in reading comprehension (gough & tunmer, 1986). normally word reading and reading comprehension are highly correlated and one reason for the lessskilled comprehenders' initial failure may be that they focus more on word reading accuracy rather than comprehension monitoring (cain &oakhill, 1999). furthermore, when teachers focus on word-level processing skills as a single indicator of reading performance the focus may be too restricted and may lead to an journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 85 inadequate assessment of reading comprehension difficulties (bishop & snowling, 2004). it is thought that unless a student is able to read words fluently, heavy demands are made on working memory during a slow and tedious decoding process that requires the reader to use focused attention to identify each succeeding word (spencer & hay, 1998). a number of other researchers have also shown that there is strong association between speed of word reading and text comprehension (hay, elias, & booker, 2005; jenkins, fuchs, van den broek, espin, & deno, 2003). according to joshi and aaron (2000) a revised model referred to as the component model was later proposed to account for the significant effect of fluency on reading comprehension. it was shown that adding speed of processing to the simple view of reading significantly improved prediction of reading comprehension. fluency not only involves efficient decoding of words, but in order for reading comprehension to progress effectively, the reader must focus attention on making meaning while using automatic processes for word recognition. to a large degree, fluency will be affected by the quality of prior experiences and knowledge structures that children apply to read text information (reutzel, camberwell, & smith, 2002). moreover, faster rates of word recognition would directly affect comprehension and enhance the chunking of information into meaningful information units in working memory by enabling the expansion and elaboration of existing knowledge structures (jenkins et al., 2003; pikulski & chard, 2005). therefore, a comprehensive assessment of fluency must not only include measures of oral reading accuracy and rate of oral reading but also the quality of oral reading. this is particularly important for older children, as there is evidence to suggest that fluency contributes relatively more to comprehension at higher levels of reading development (jenkins et al., 2003; pikulski & chard, 2005). it is vital that fluency is assessed in relation to reading for understanding but there are a range of other factors that may need to be considered when selecting suitable assessment tools. the use of a single direct measure neale analysis of reading ability (nara: neale, 1988) is an example of a decontextualised or direct measure of reading accuracy, comprehension and reading rate. westwood (2003) maintained that the test is generally highly regarded and used in most australian schools by regular teachers and special education teachers to assess and identify students with reading and comprehension difficulties. the test is a measure of reading accuracy, reading rate and reading comprehension and is comprised of a battery of short narratives with graded readability levels. while undertaking journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 86 this test, a student would be required to read a series of stories and orally answer eight comprehension questions for each passage. there have been a number of comparisons conducted to verify the adequacy of this test, for example, graves, fitzgerrald, miller, and pillay (2002) found that the reading ages derived from the nara, in most cases, were almost identical to the spelling ages derived from the south australian spelling test (westwood, 2005). hatcher and hume, (1999) found that verbal iq (which is often dependent on vocabulary subtests) is also correlated highly with nara reading comprehension. no direct assessment tool is perfect, and awareness of the strengths and limitations of each instrument will guide the educator's selection of the most appropriate testing tool and interpretation of the scores (cain & oakhill, 2006a). for example, spooner, baddeley, and gathercole suggested that the comprehension component of the nara was less reliable than the reading accuracy measure. one reason for this was that the researchers maintained that reading comprehension and word accuracy were strongly interrelated and could not be easily separated. however, one of the obvious strengths of the nara is that this is not as problematic as other tests because misread words are corrected during the reading. cain and oakhill (2006a) suggested that a more reliable measure of reading ability would be to use the nara accuracy scores in conjunction with a separate test for reading comprehension such as the torch (mossenson, hill, & masters, 1987). other researchers claimed that the nara comprehension score was doubtful because the passages were read orally rather than silently (graves et al., 2002). ehri and mccormick (1998) maintained that progress in reading beyond the early stages is dependent on oral language development. this is because text comprehension draws on a broad range of different language skills-these include lower-level lexical skills, such as word reading efficiency and vocabulary knowledge, sentence-level skills, such as knowledge of grammatical structure, and higher-level text processing skills, such as inference generation and comprehension monitoring (cain & oakhill, 2006b). there is considerable evidence that difficulties in reading comprehension are often accompanied by inadequate oral language (leach, scarborough, & rescorla, 2003). for example, a number of researchers have identified that word reading, vocabulary, and grammatical awareness are related to reading comprehension (cain & oakhill, 2006b; nation & norbury, 2005). hay, elias, and booker (2005) also found that many students in the middle and upper school with reading difficulties had problems comprehending text passages because they couldn't identify and process the information contained in phrases, sentences and relationships between journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 87 sentences. furthermore, cain and oakhill (2006a) maintained the assessment of readers with expressive language difficulties would present greater problems on the nara because they would have greater difficulty in producing oral responses for answers to questions at the end of each passage. to overcome this confusion, some researchers recommend the assessment of both reading and listening comprehension using parallel measures to distinguish children who experience languagerelated comprehension difficulties from children whose problems are caused primarily by word decoding difficulties (gunning, 2006). conclusion in the past, reading comprehension assessment was reliant upon tools that were designed around simple literacy models that focused on a narrow set of skills. however, there needs to be a broader understanding of comprehension that goes beyond viewing reading problems as being solely within the learner. reading comprehension is complex and multifaceted, no single instrument, by itself, will provide the necessary information to guide the design of appropriate individualised teaching interventions for struggling readers. the problem is that formal, decontextualised instruments tend to be limited in focus and don't give enough direction for suitable teaching practices. teacher-designed instruments are more informative but less reliable because they vary with content, test conditions, and assessor variables. however, there is a broad consensus that teachers can ensure quality practice by incorporating a range of contextual and direct assessment instruments and observations. what is certain is that strategies and instruments should robustly reflect the dynamic, developmental nature of comprehension to include other external dimensions such as activity, text, and context. teacher-designed informal reading inventories can supplement standardised tests to broaden the focus and to provide more relevant information. this requires teacher judgement. however, there is a danger that reliability may suffer without a consistent assessment framework. the four roles model of literacy is an example of a literacy framework that can provide some structure to give teachers direction for assessment choices. such an organisational arrangement should provide a theoretical framework to give consistency without restricting the assessor's ability to make informed decisions related to the various reader roles and strategies. to be effective, this framework will need to be ongoing and have a clear purpose. it should also be sensitive to the reader's stage of reading development and consider the before, during, and after reading phases. where possible, assessment should be dynamic and on going and should actively involve the reader in making journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 88 choices and allow for metacognitive decisions to be articulated while reading. feedback from such activity should inform teachers as to the motivational and self-regulatory reading behaviours of the children they are attempting to assist. whereas, different countries have different strategies to assist their students even though to improve their reading comprehension. in indonesia which is english is not their mother tongue or english is still as efl/esl, students is still poor with their vocabularies and found many strange words, they need to translate the difficult words into bahasa indonesia by themselves by opening the dictionaries or the teachers use both languages indonesia and english in giving the instruction and helping children to get the meaning of the text. if meaning is not the problem anymore, to comprehend the text is easier and students will be faster to improve their reading comprehension. journal of english language teaching volume 3 nomor 2, agustus 2016 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 89 references brown, d. (2003). language assessment principles and classroom practices. usa: longman. ciera. (2001). improving the reading comprehension of america’s children. michigan: university of michigan. duke, n.k., & pearson, p.d. (2007). effective practices for developing reading comprehension. london: blackwell. gunning, t.g. (1992). creating reading for all children. boston: allyn and bacon. harris, a.j., & sipay, e.r. (1980). how to increase reading ability: a guide to developmental and remedial methods. new york: longman. harris, l., & smith, c.b. (1986). reading instruction, diagnostic teaching in the classroom. new york: macmillan publishing company. rasinky, t.v. (2005). assessing reading fluency. pasific resources for education and learning. honolulu, hawai’i. u.s.: department of education. slavin, r.e., & cheung, a. (2005). effective reading programs for english language learners and other language-minority students. bilingual research journal. wooley, g. (2008). the assessment of reading comprehension difficulties for reading intervention. australian journal of learning difficulties, vol.13. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2358 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.76-83 76 the effectiveness of applying esa method towards students’ english vocabulary mastery rully may vikasari smpn 4 praya, central lombok momvika01@gmail.com abstract inspired by difficulties of grade 8 students of smpn 4 praya, central lombok in increasing their vocabulary mastery, the current study applied esa (engage study active) method to overcome the situation. the fundamental contribution of vocabulary in learning a foreign language encouraged the researcher to find a way to improve students‟ vocabulary mastery. in an attempt to find the solution, the study was designed as a quasi-experimental study at smpn (public junior high school) 4 praya. to conduct the study, the researcher had conducted a preliminary study to collect information from the class to identify problems occurred in the school during vocabulary learning. by applying mixed method, this study was aimed to find the effectiveness of esa method using the quantitative method and to see the improvement on the students‟ mastery qualitatively by conducting classroom observation to see the quality of interaction in the class using english as the target language. throughout the study, quantitative data showed increase in students‟ vocabulary mastery after being treated using esa method, in which the mean score of the pre-test of 53 increased in the post-test of 75. the result was found using descriptive statistic analysis towards students‟ pretest and posttest results. qualitatively, the observers‟ notes also indicated increase in terms of students‟ vocabulary mastery by viewing students‟ engagements during classroom interactions. it can be concluded that esa method may increase students‟ english vocabulary mastery in writing class. keywords: engage study active method, vocabulary introduction students‟ language competence in a foreign language is highly related to the level of their vocabulary mastery of the language, which is considered as fundamental components of language learning (hidayati, 2019). somehow, people often say that learning a new language actually means learning its vocabulary, since it becomes one of the significant elements of languages. therefore, students who want to develop their english skills must learn more vocabulary (haerazi & irawan, 2019). basically, vocabulary enactive all language skills, including skill in writing (haerazi et al., 2018). by acquiring bulks of vocabulary, the students would be able to engage in communication (bohari, 2019), easier for them to do an exercise, and encourage them to express their ideas in english, and so on. an observation towards students of grade eight at smpn 4 praya led the researcher to find that students had the struggle to master vocabulary, especially spotted during the writing activity. for instance, the students who were lack of vocabulary seemed problematic in determining the meaning of words (buhari, 2019). moreover, they demonstrated difficulty in differentiating the form of speech, not knowing how to express an idea in written form, and tend to be passive participants in the classroom. they got bored during learning sessions. mailto:momvika01@gmail.com 77 hence, the teacher should be more creative and competent to increase students‟ english vocabulary mastery in writing activity (alviana, 2019). in order to facilitate learning achievement, teachers also should concern about the psychological aspect within the learners, i.e. their interest in learning. considering the problem students encountered, the researcher decided to apply esa method as an alternative way to solve problems in vocabulary mastery. moreover, the method was believed effective to increase students‟ interest to study. as stated by harmer (2001:67), “engage, study, and active method is a method to be presented in a language classroom to help the students‟ to learn effectively and not make them bored”. in this case, it supports the researcher‟s goal to increase students‟ interest and their english vocabulary mastery in writing activity. the study was conducted to students of grade eight of junior high school. the research site was smpn 4 praya. review of related literature vocabulary mastery speaking english properly requires students to have sufficient vocabulary mastery, as one of the key components. it is one of the language elements that learners need to improve, in order to understand the english language in the teaching and learning process of mastering vocabulary well. thus, it may help students to understand the lesson effectively. vocabulary is important for students to support their four language skills (nunan, 1991: 9). cameron (2001: 74) says that learning word is something continuously undertaken by language learners. to master vocabulary is to learn new words, meaning to increase vocabulary. learning vocabulary includes also learning other language components, such as pronunciation, meaning, spelling, using or part of speech of the words. furthermore, the student had the ability to understanding using words and meaning. based on the given explanation above, the researcher concluded that vocabulary mastery was a complete integrated of word knowledge (knowing the form, meaning, and used it in writing) of a certain language. according to harmer (1991:159), there are two kinds of vocabulary. the first one is active vocabulary, which is used in oral and written expression by the students. active vocabulary refers to put items that can use appropriately in speaking or writing and it also calls as productive vocabulary. it means that to use productive vocabulary, it is expected that students can understand, pronounce correctly, and know and be able to use grammar constructively. they use the words effectively in speaking and writing. secondly, passive vocabulary. passive vocabulary is words that the students recognize and understand in a context that helps them recall the word meaning. it also refers to language items that can be recognized and understood in the context of reading and listening. passive vocabulary is also known as receptive vocabulary. thornburry (2002: 27) and brown (2003:229) mention that there are four indicators of vocabulary, as follows: (a) pronunciation; words considered difficult to pronounce would be more difficult to learn. potentially difficult words will typically be those that contain sounds that are unfamiliar to some groups of learners 78 such as regular and lorry for japanese speakers. many learners find that words with clusters of consonants, such as strength or crisps or breakfast, are also problematic; (b) spelling; sound-spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling and can contribute to the difficulty of a word. while most english spelling is fairly law-abiding, there are also some glaring irregularities. words that contain silent letters are particularly problematic: align, listen, stomach, climbing, bored, honor, cupboard, muscle, etc.; (c) meaning; when two words overlap in meaning, learners are likely to confuse them. make and do are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire. words with multiple meanings, such as since and still, can also be troublesome for learners. having learned one meaning of the word, they may be reluctant to accept a second, totally different, meaning. unfamiliar concepts may make a word difficult to learn. thus, culture-specific items such as word and expressions associated with the game cricket (a sticky wicket, a hat trick, good innings) will seem fairly opaque to most learners and are unlikely to be easily learned; (d) using word. the latter is the most authentic, but even that task is constrained by a contrived situation in which the test taker, usually in a matter of seconds, has to come up with an appropriate sentence, which may or may not indicate that the test taker “knows” the word. harold (1983: 16) distinguishes vocabulary tests into four kinds. those are: (a) limited responses. the limited response is a vocabulary test for beginners. the test items require either a simple physical action as “yes” or “no”; (b) multiplechoice completion. this type of test is a vocabulary test in which a sentence with a missing word is presented. students are requested to choose one of four vocabulary items given to complete the sentences; (c) multiple-choice paraphrase. this kind of test is a vocabulary test in which a sentence with one word underlined is given, then students should choose which of four words that have the closest in meaning to the underlined item; (d) simple completion (words, in which students are asked to write in the missing part of word that appears in sentences. engage, study, active method (esa) esa was expected to improve the students‟ interest in studying english. harmer (1998:237) states that esa method may raise learners‟ interest, curiosity, and emotions in learning a topic, by attracting attention and motivating them to engage. in addition, to increase the students‟ interest and also their understanding on the new course material, esa method is suggested effective. tomlinson (2013:238) states that esa is a method of how to build students‟ interest in a topic considered problematic by a teacher in learning. the teacher should know to build and control it too”. in this case, the teacher should be given attention and motivate students as the target of the learner. moreover, this method is suggested in order to encourage students to demonstrate their opinion, knowledge and language well. media media in learning a language is essential, especially to explain the words and its uses. once the students do not know about the meaning of a certain word, media can also stimulate the students to 79 master vocabulary. media is an important thing to support the teaching material; it cannot be separated from the part of the preparation. media encourage the students to have more interest and be motivated in the teaching and learning process. various kinds of media can be used by the teacher, such as videos, pictures, books, and etc. in this paper, the researchers had decided a series of pictures as media to support the teaching. some advantages may be achieved after applying to engage, study, and active (esa). first, this method can improve the students‟ vocabulary and also review the vocabulary terms. second, students can practice their english in the classroom. third, by giving students this acted like practicing, it helps them to „switch‟ language, what they are studying. fourth, these methods can be made the students easier, and fun in learning english. and fifth, esa is an effective way for both (teacher and learner), and it was useful for teachers to assess how good the class is progressing it. to assist the teacher conducting his/her duty, he/she has to prepare certain teaching procedures, which can ease her/him in giving instruction. the procedure of esa is proposed by harmer (2003:27), follows: (a) the students and teacher look at a picture of the topic; (b) the teacher as an instructor starts by introducing a specific language feature (grammatical structure or a language function) embedded in a context; (c) the teacher divides the students into four groups to discuss and make dialogue about the other picture; (d) then the teacher/instructor describes a situational (individual, pair, or group work) in which the students are to practice the emphasized patterns by writing scripted dialogues or sentences. research method research design this study was designed as a mixedmethod study (quantitative and qualitative). quantitatively, the study collected data of students prior to and after treatment using esa methods had been conducted. data were collected using a pretest and posttest that examined the students‟ vocabulary mastery in their writings. in order to avoid bias, the study gave the same instruction and topic for the students‟ writing activity in both tests. on the other hand, to answer the second research question, the researcher conducted a library study technique to get data about the quality of vocabulary mastery by studying vocabulary in use in students‟ writings in pretest and posttest. qualitatively, there were some technical aspects to be observed during classroom activities, which was dealing with their learning interest. this data was expected to enrich the discussion in order to provide more consideration to apply esa in english writing class with the main focus on vocabulary mastery. however, the concern of this study in terms of quality is to seek the quality of students‟ vocabulary mastery after being given treatments. objects and setting of the research objects of the research were 25 students of grade eight at smpn 4 praya, central lombok, in the academic year 2018/2019, which consisted of 12 male students and 13 female students. the setting of the research was in a classroom, located in the school area of smpn 4 praya, central lombok. 80 research procedure the teacher and the researcher had discussed the plan of applying esa method in vocabulary class. stages of the method were stated clearly in a lesson plan document made by the researcher and were informed to the teacher because the teaching-learning process was taken by the teacher herself and the researcher took a position as an observer. all stages of esa method had been mastered by the teacher in the preparation for meeting with the researcher. before the method was implemented, the teacher and the researcher gave a pretest to all students. during the class, the researcher sat behind the class to get an optimal view regarding all classroom activities, which he recorded in the observation sheet. after treatment given, all students should engage in a posttest activity. hence, data were distributed into quantitative and qualitative data, which were addressed to two different research questions, as follows: 1. is the use of esa method significant to improve students‟ vocabulary mastery? 2. how is the quality of students‟ vocabulary mastery viewed from their writings? frankel (2012: 141) mentions instrument as the entry process of collecting data in a research, in which the researcher should prepare the quasiexperimental. in this study, it needs an observation sheet, while a test is prepared to collect supporting data regarding passing grade. the observation sheet records teacher researcher‟s instruction and her interaction with the students in writing class. the test was taken twice, designed as pre-test and post-test. the mixed-method dealt with quantitative and qualitative facts from the classroom. quantitative was aimed to know the changes on students‟ scores in vocabulary mastery that were analyzed using descriptive quantitative. the kinds of descriptive analysis use in this research to know the writing test to analysis and find out how was the quality of improvement in students‟ vocabulary mastery after being taught using esa method. according to fraengkel (2012: 436), data analysis in qualitative research is an iterative and continuously comparative process that involves reducing and retrieving large amounts of written and sometimes pictorial information. finding and discussion results of classroom observation on teaching and learning process showed that most of the students paid attention to the teacher when the teacher gave explanation about the materials. as a result, the students could answer the question correctly when he/she was given questions by the teacher. after the teaching and learning process was finished, the researcher gave the students a posttest. there were three types of instruction within the test, i.e. arranging words into good sentence, text completion test, and writing paragraphs (at least three paragraphs). the pre-test was done before the treatment given, which was conducted on 31 st in august 2018. there was two tasks consisted of vocabulary tasks in writing a test in which the students carried out the test during 50 minutes. the task one, the students describe the pictures in general at least 3 paragraphs. and also the task two, the students arrange the jumbled words into good sentence. 81 the teacher gave the students a posttest on wednesday, 19 th september 2018, the test was chosen the best words to complete the text, arrange the jumbled words into good sentences, and describe those pictures in general at least 2 or 3 paragraphs of written test, the test during 50 minutes. based on the calculation above the mean score of the pre-test was 53, while the highest score of students was 70 and the lowest score was 35. the number of students who completed (got score ˃65) from 25 students, there were 2 students who completed the test, who not reached yet the target score (got score ˂65) based on the pre-test, there were 23 students not completed the vocabulary in writing test of the pre-test. based on the calculation above, the mean score of the post-test was 75, while the highest score of students was 90 and the lowest score was 65. based on quantitative data analysis, it was found that the use of esa method was successful to increase students‟ vocabulary mastery in writing tasks. the finding was proven by the students‟ mean score of 75. in this phase was discussing the result of the action. the researcher and the teacher discussed the results of the action given. based on the analysis of the students‟ vocabulary mastery in writing, the result of students‟ vocabulary mastery in writing score there was better increasing on students‟ achievement, in which the mean score of students‟ post-test was of 75. conclusion and suggestion conclusion this final consideration of the researcher investigated starting from 5 september until 19 september. the data obtained showed that the figures of student‟s mean score of pre-test was 53 and 75 for post-test. so, the criteria of success in which the setting has been fulfilled even more. it means that the situation of the class when i used engage study active at that time the students‟ were very enthusiastic to study by used esa. based on the result and discussions in the previous chapter, it can be concluded that engage study active method was effective in vocabulary mastery at the 8 th grade students of smpn 2 kopang, central lombok in academic year 2018/2019. this was taken based on the result of the pre-test was 53 and 75 for the post-test. thus, the post-test was higher than the pre-test. so, it indicated that “engage study active” as method could increase students‟ vocabulary mastery in teaching writing especially report text. based on the result of the test that collected, the students‟ vocabulary mastery in writing skill after being taught using engage study active method had increased as well as their interest to learn english. they understood how to write report text, they become better in composing and arranging report text effectively and efficiently. suggestion based on the conclusion above, the researcher would like to offer some suggestions as follows: (1) for teachers. the teacher needs to identify the students‟ behavior first before presenting the lesson. this aimed to choose an appropriate method. it is necessary for the teacher to use an interesting method such as engage study active, so the students will more interested, active, and creative in the 82 teaching and learning process. the teacher should be able to develop a good atmosphere in the class so that the students learn in a comfortable situation; (2) for students. the students are suggested to become more interest to increase their vocabulary mastery in learning english language. the students should encourage themselves to enjoy following the lesson without taking it too seriously, but they still keep motivated themselves to learn english to make them. thus, the researcher suggests using engage study active in learning writing especially report text. besides it is method would make them work well within a group, provide an explanation to the good friends, and comprehend the text and increase their vocabulary through writing; (3) for the researcher. this study was expected as a reference in this research to reinvestigate this method in a different setting. it is hoped that the result of the study could be used as an additional reference in other research. the researcher suggested increasing students‟ vocabulary mastery in teaching-learning by using this method. besides, the result of the research was expected to be able to encourage another researcher to conduct research dealing with esa in the other subject, such as speaking, reading or listening. references alviana, v. (2019). the effect of recipe demonstration technique on students‟ writing competence in procedural text. jollt journal of languages and language teaching, 7(2), 128-131. https://doi.org/10.33394/jollt.v7i2.19 60. bohari, l. (2019). improving speaking skills through small group discussion at eleventh grade students of sma plus munirul arifin nw praya. jollt journal of languages and language teaching, 7(1), 6881. https://doi.org/10.33394/jollt.v7i1.14 41. brown, h. d. (2003). language assessment principle and classroom practices. new york: longman. buhari, b. (2019). practicing discussion in the form of pyramid to improve students‟ speaking performance and classroom interaction. jollt journal of languages and language teaching, 7(2), 108-116. https://doi.org/10.33394/jollt.v7i2.19 58. cameron, l. (2001). teaching language to young learners. cambridge: cambridge university press. frankel r. jack.,wallen e. norman., & hyun h.helen,. (2012). how to design and evaluate research in education new york: mc graw-hill. haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903. 13. haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students‟ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. https://doi.org/10.33394/jollt.v7i2.1960 https://doi.org/10.33394/jollt.v7i2.1960 https://doi.org/10.33394/jollt.v7i1.1441 https://doi.org/10.33394/jollt.v7i1.1441 https://doi.org/10.33394/jollt.v7i2.1958 https://doi.org/10.33394/jollt.v7i2.1958 http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.17507/jltr.0903.13 83 http://dx.doi.org/10.21093/ijeltal.v4i 1.246. harmer, j. 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(1983). techniques in testing. new york: oxford university press. nunan, david. (1991). language teaching methodology, new york: prentice hall international (uk) ltd. pelton, r.p. (2010). action research for teacher candidates. united states: rowman and litlefield education. richards, c. jack & willy a. renandya. (2002). methodology in language teaching. new york: cambridge university press. singh, k.y. (2006). fundamental of research methodology of statistics. new delhi: new age international. thornbury, s. (2002). how to teach vocabulary. england: pearson education limited. tomlinson, b. (2013). applied linguistics a materials development. london: brian tomlinson and contributor. http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.21093/ijeltal.v4i1.246 https://doi.org/10.33394/jollt.v7i2.1961 https://doi.org/10.33394/jollt.v7i2.1961 journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2307 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.94-100 94 the effect of english subtitle in “zootopia” movie in speaking skill fhuri megawati 1) , ermawati z. nuroh 2) english education study program faculty of teacher training and education universitas muhammadiyah sidoarjo fhurimega11@gmail.com 1) , ermawati@umsida.ac.id 2) abstract this study investigated the effect of using english subtitle in “zootopia” movie as media in speaking skill of smpn 6 sidoarjo. english subtitle can describe as practice media to help the students when they understand to watch movie. the method used quasi experimental design. the result of this study showed that the student could improve their ability in speaking skill through english subtitle. the data got from both pre-test and post-test score were analyzed using t-test formula. the result of calculation showed that in the significance degree of 5%, the value of t-test (to) is higher than t-table (tt) (19.90 > 1.99). according to the criteria of the test, the result showed that there is an effect of student’s in speaking skill using english subtitle. it can be concluded that english subtitle in “zootopia” movie as media is effective and applicable approach at the ninth grade of smpn 6 sidoarjo to improve student in speaking skill. keywords: english subtitle, movie, speaking skill introduction for the most part, english proficiency has four skills. there are listening, speaking, reading, and writing. among the four skills, speaking is said to be effective communicate with people. according to hughes (2002: 133) states, many educators consider speaking as the best method for picking up a rapidly learning and properly of speech as the establishment for good written work. the educators contended that amid all one's life one will be most likely talk more than one speaker. consequently, to a language instructor, great educating of speaking is regularly an esteemed issue in the division of esl/efl. as renandya, (1999: 230) said speaking is one of the central components of conveying with people. but some people think that speaking is very difficult. then, the students think also. according to santoso, dian (2017: 22) said problems happened at the class of speaking that the students are not afraid to make grammatical mistakes, although they still have a lot of errors. besides, they have collection of vocabulary and understand how to use it. speaking learning will be very interesting if teaches give it appropriately through media. media is all forms and channels used to convey information or messages. many kinds of media can be used to reduce student boredom. these media are divided into visual, audio and textual media. every media has several special advantages. there are a lot of foreign movies, tv shows, tv series that are broadcasted throughout the world. the popularity of social media and other platforms also allow us to watch subtitled videos in different languages. this phenomenon made the language experts and educators utilize these audio-visual products as one of their teaching media in their classes. researches show that these 95 kind of audio-visual media has been claimed as one of effective tools in foreign language classes. the media is movie. why does the researcher use movie? because movie can learning tool and entertaining facilities to improve the speaking skill of children more effective. according to the theory of borrás, (1994: 61) said something else “adversary of the utilization of subtitled video in foreign/second language instructing content that nearness of subtitles is diverting and they slower to create of understudies listening capacities. defenders of subtitles, on the other way, that subtitles can help create speaking capability by empowering students to be aware of speaking that they do not generally get it". according to megawati fika said that students can build english communication if they can speak the target language with the teacher, friends, or others confidently and fluently. to produce effective speaking ability, communication strategy plays an important role in order to avoid misunderstanding or problems that may appear in the conversation. the important thing to use media is to know the way to use it because it is used in the classroom to avoid student boredom. one way is changing the learning method by using projected motion media. the project motion media is teaching learning from show image, by movie in the laptop or computer, for example, television, video (vcd, dvd, vtr), and computer. using movie media in education and teaching in the classroom is very useful mainly to develop thoughts and opinions the students, including memory to the lesson, developing the power of fantasy the students, growing to be interest and motivation to learn. for example, zootopia, stand and deliver, forrest gump, dangerous minds, and lean on me. in this case, there are movie cannot be separated from the subtitle, especially western movie. the using of english subtitles as a medium of language learning has been much in the research. students can get many new vocabularies and improve speaking skills from english subtitle because it subtitle in the western movie indicates which words are being spoken by the actors. but there are some students can who find difficulties in understanding english subtitle. therefore adding english subtitle is a good way. english subtitle movie is one medium that is widely used by the students at the present time. the students can improve many new words and phrases, especially idioms and colloquial expressions. the earlier the students get many vocabularies, new accents and the better they will achieve successful in learning english especially, speaking skills in the future. that is why? english subtitle should be used in the students early age, for example since they sit in junior high school. therefore, in the of study, the research is to know an effect using english subtitle “zootopia” movie in speaking skills” of 9 th grade of smpn 6 sidoarjo. individual can speak with each other utilized a language verbally despite the fact that their insight extremely limited. but an essential convey from language verbal or oral. individuals can express their idea or thoughts through speak with the others. it is aim of speaks, to welcome individuals with a specific end goal to express their thoughts or information for say anything to speakers. from this stated, we are as a speaker could be reaction this inquiring. according to (richards and roger 1986, 87) "grown-up ought to summarize the procedures by children which is gain their 96 first language". it means children taught the principal language from speech in type of overwhelming fill activity then grownup will examine better in winning as well. speaking is critical unit in language teaching causes essentially of the goal of teaching english to the student is to utilize them have speaking ability. speaking is the activity to talk with people. according to nunan, (2003: 40) “speaking skills is the ability to reveal judgment, ideas, or thought verbally; it is make out legitimate verbal expression to convey meaning in order to be mastered by the people we are talking with”. a few people take idea from words when they talk about concept, sense, and meaning what they want to do. speaking agrees with communication because its purpose to connect all information. therefore, learner must be practice to speak formal and informal in all area as classroom or environment and it must be doing all day. this is in accordance with graham (2007) who clarifies that most students trust that the critical objective in learning english is the means by which to have the capacity to manage the stream of discussion orally. some efl students in indonesian, for example, that of led by efrizal (2012) and akhyak and indramawan (2013) discovered diverse conditions of elf students. those exploration ventures show a few conditions that the efl students' speaking ability was bad communication. some of student, in learning process, were unmotivated in learning their speaking in classroom exercises. the students appeared to be hesitant to uncover their idea when they had a comment (faulin and soefendi, 2013). another issue that makes them hard to pass on their thoughts was that they did not feel certain. some of them may try to talk yet at that point stalled out when they found that it was hard to continue passing on their thoughts in english (juhana, 2012), that the point they changed to their native language to keep communicating their thoughts. the suitable methodology should be connected to include the students in the talking action, and additionally having them develop discussion in view of the point given to them. additionally, it appears to be important to give curiosity material, which is outstanding by the students. they can without much of a stretch connect with that material (katsara, 2015). the obvious condition with respect to the efl students in the schools, especially school in smpn 6 sidoarjo ninth grade is the students had low speaking ability. they scarcely proposed their thoughts or reasons in their speaking exercises. consequently, it is profitable to apply an interactive speaking methodology to enhance their speaking. the students to give story telling or watching movie , particularly stories that begin from zootopia movie. moreover, the students likewise chance to understand about zootopia movie. they can share many ideas from this movie with their friends. thusly, it is trust that the utilization of zootopia movie in the interactive storytelling strategy for talking action would be gainful to enhance the students' speaking ability. research method the methodology of the research focuses on the effect of english subtitle in the western movie to improve speaking skills in junior high school and only discussed the differences between class that improves english through subtitle in western movie and another class which does not use it in teaching and learning 97 process. this study explains the value before and after students use this media. the researcher limits the study on the 9 th grade of smpn 6 sidoarjo. in this research, the researcher used quasi experimental. according to campbell & stanley (1963: 40), the quasi-experimental study was the utilization of pretesting or investigation earlier of accomplishment to find group similarity. in the quasi experiment is systematic can simple much of stretch (but regularly unnoticeably) be presented. research design the research was all of seeking, observing and experimental activity normally in the present direct object, to get the actualities. according to freeman and michael, (2004: 20-21) “experiment had two characterizes: first, there were no less than two groups incorporate in the study, a control and experiment group, and second, the subjects were randomly appoint to one of those groups”. “here, the researcher utilized quantitative or statistic value to handling all of the information incorporates; collecting the information, recognizing the information until analyzing the information. that implied, in the handling the information, the researcher utilized numbers, tables, and so on, arikunto. (1998: 11)”.in this research, the researcher used quasi experimental. the experimental group was coded with a while control gather was coded with b. the two classes did pre-test (o1 and o2). it managed so as to know students speaking ability before the treatment. from that point, the treatment (x) was connected to the experimental group. toward the finish of the treatment, post-test (p1 and p2) was controlled to both experimental group and control group to know the students speaking ability. thus, the aim of this examination was to answer the exploration question as written in the main chapter, precisely to discover the change in utilizing english subtitled in zootopia movie in speaking ability for ninth grade of smp negeri 6 sidoarjo. the researcher used two classrooms to be well-tried. 9f class has become experimental group and 9g has become control group. before giving treatment to the experimental group, the researcher gave pretest for both groups to find out how was students’ ability in speaking ability. population and sample the population of the study was the second semester students in ninth grade. there were 288 students in nine grader students of smp negeri 6 sidoarjo. they are 9a until 9h. in this case, the study took probability sampling. probability sampling was a sampling technique that provides equal opportunities for each element (member) of the population to be elected as a sample member. the researcher used the sample of cluster sampling. in this research took two classes which have 36 students in 9f class and 36 in 9g class. the reasons that make researcher choose 9f class as an object of the research because this classroom is not good to speak english. another reason, some of the student need new way in learning english and the teacher need innovation of english teaching material. in addition, the researcher chose 9f because of students speaking ability is equal with 9g class. 98 instrument instrument was one of the most important parts of the research. instrument of this research was tested its aim is to measure the student speaking skill. according to (hansman, 2000) “an instrument was a device which changed a physical variable of measurement to a type of recording which is appropriate. the end goal to measure, to had reliable significance, it was general to utilized a standard arrangement of units by which measurement to be matched”. the researcher used a test. before coming to experimental stage, the researcher held the pre-experimental stage by using test, pre-test, and post-test. pretest was given to measure students understanding in speaking skills through the students retelling story about “legend” before treatment. while post-test was given to measure students understanding in speaking skills through english subtitle movie after treatment. according to brown (2003: 3), “test was a tool or method used in measuring person’s knowledge, performance, or someone’s ability in specific domain”. in this case, the researcher held the pre-test and post-test to find out the validity. validity test used to measure the instrument such as how valid and accurate the instrument. in this research validity test that will use is construct validity. according to sugiyono (2017: 177) that construct validity is the test that will be tested by the expert (expert judgment). in this case, after the researcher makes and constructs the test instrument, then the test will judged by the expert. the expert was lecturer and english teacher. data analysis in this study, the data was from quantitative data named test score. this analysis used some statistic tests such as; the normality test, and t-test. the explanation as follows: 1. the normality test normality test was done to find out whether the data of both groups of samples normally distributed or not. if the sample was normally distributed then the population also distributes normally, the conclusions based on computerizing apply by spss version of 16. where the data showed more than 0.05 was normal. 2. t-test t-test was also called as partial test. it was used to know whether there were any differences before and after treatment. according to sugiyono (2010): 𝑡0= m 1−m 2 sem 1−m 2 𝑀1: mean of the difference of experiment class 𝑀2: mean of the difference of control class 𝑆𝐸𝑀: standard error of experiment class 𝑆𝐸𝑀2: standard error of control class the procedure of calculation was as follows: 1. determining mean of variable x, the formula was: m1 = x n 1 2. determining mean of variable y, the formula was: m2 = y n 2 99 3. determining standard of deviation score of variable x, the formula was: sd1 = 2x n 1 4. determining standard of deviation score of variable y, the formula was: sd2 = 2x n 2 5. determining standard error of mean of variable x, the formula was: sem 1 = sd 1 n 1 − 1 6. determining standard error or mean of variable y, the formula was: sem 2 = sd 2 n 2 − 1 7. determining standard error of difference of mean of variable x and variable y, with formula: sem 1−𝑀2 = 𝑆𝐸𝑀1 2 + 𝑆𝐸𝑀2 2 8. determining t0 with formula: 𝑡0= m 1−m 2 sem 1−m 2 9. determining t-table in significance level 5% with degree of freedom (df): df = (𝑁1+ 𝑁2) – 2 variable x : teaching watching zootopia movie with english subtitle. variable y : teaching watching zootopia movie without english subtitle. finding and discussion research finding this research has some steps on analyzing the data such as; validity test, normality test, and t-test. the researcher conducted this research on smpn 6 sidoarjo in. it needed three activities which were pre-test, treatment, and posttest. then, after got the data, it was computed by the formula above. based on the data analysis and hypothesis analysis, it can be concluded that there is an effect of using english subtitle in “zootopia” movie to improve students in speaking skill. it was discovered from the result of the data showed that the mean of the students’ score in post-test (86.97) was higher than the mean of pre-test (75.86) in 9f as experiment class. if the result of the data in 9g as control class showed that the mean of the students’ score in post-test (69.77) was higher than the mean of pre-test (65.27).thus, there is an effect before and after given treatment between 9f and 9g. in this case, the score of 9f was higher than 9g. discussion the researcher discovered the result from t-test which is used to analyze the hypothesis. the obtained data t0 and ttable with the significance level is 5% and degree of freedom is 1.99, t0 is 19.90 and ttable is 1.99. it proved that the t0 = 19.90 > ttable = 1.99. it can be concluded that there is an effect of using english subtitle in “zootopia” movie in speaking skill for 9 th grader of smpn 6 sidoarjo. thus, ha is accepted, hο is rejected. there is no doubt that english subtitle is very helpful students for teaching english, especially in speaking skill. conclusion the conclusion was taken from the result of data. it was literally seen from the computation of pre-test and post-test score; the pre-test score was 75.86 compared to 86.97. it was also computed by the t-test 100 formula, the t0 is 19.90 with the degree of freedom 70 while ttable on the level of significance of 0.05 or 5%. acknowledgment i give my special thanks to all my students in ninth grade of smpn 6 sidoarjo who inspired me to use english subtitle of movie in the classroom. it helps evaluate the progress to speak english more fluently. they helped and support the researcher to finish what has been started. and also thank you for mrs. ermawati to guide me about using english subtitle is very interesting for students. for mrs. sri thank you for permitting me to take this data. references campbell t, donald & stanley c, julian. (1963). experimental and quasiexperiment al designs for research. houghton mifflin company boston. santoso, dian. (2017). implementing video recording to improve the content opening speech. journal of english educators society, 21-32. douglas h, brown. (2003). language assessment: principles and classroom practices. san francisco, california. hughes, rebecca. (2002). teaching and researching speaking. london: pearson education. megawati, fika. (2017). ways for tertiary level students in building english speaking performance. journal of linguistic and english teaching, 137-144. irwan d, darwissyah. (2016). english education: jurnal tadris bahasa inggris p-issn 2086-6003. vol 9 (1). 13-28. john hansman, r. (2000). characteristic of instrumentation. massachusets institute of technology: crc press. m wilga, river. (1970). teaching foreign language skill. chicago: university of chicago press. nunan, david. (2003). practical english language teaching. new york: mcgraw hill. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2346 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.25-34 25 concept map strategy to organize ideas in writing exposition text efi kurniati 1) , dyah kusumastuti 2) english education department teacher training and education faculty universitas muhammadiyah purwokerto kurniatiiefi@gmail.com 1) , dyahkusumastuti@ump.ac.id 2) abstract the purpose of this research was to find out the effectiveness of concept map to organize ideas in writing exposition text. this research was conducted in one senior high school in purwokerto in academic year 2018/2019. the population was all the eleventh grade students in that school. researcher used two classes as control group and experimental group. this research used quasi experimental research which was done in november 2019. the instrument of collecting data was tested. the test was done twice which called pre-test and post-test. the type of the test was writing test. t-test formula was used to analyze the data. based on the computation, t-test result was 3.535 and the t-table was 1.677 at significant level 0.05 with the degree of freedom 48. it showed that t-result was higher than t-table. based on the research result, it can be concluded that concept map was effective to organize ideas in writing exposition text. keywords: concept map, organizing ideas, exposition text introduction writing has an important role in the process of learning foreign language. it facilitates learners to share their knowledge using media. as cited by hyland (2003) in maholo (2017), writing is a way of sharing personal meanings and it emphasizes the power of the personality to construct someone's view based on certain topic. in the context of education, writing is one aspect that should be measured in the evaluation of the teachinglearning process. according to harmer (2004), most exams often rely on the students' writing proficiency in order to measure their knowledge. compared to speaking, writing is more challenging since writing is a process which requires good thinking. as stated by rao (2007) in al-shaer (2014), some researchers believe that good writing is indicative of good thinking. prior to getting a final product, a writer should get preparation by identifying the issues and finding related ideas as the writing material. the next process is putting all the thought together as the first draft. editing and evaluating is needed in getting the final product as well. these stress the need for dealing with writing as a process rather than as a product. clearly, writing is a demanding process. according to al-shaer (2014), writing requires a lot of preparation, brainstorming, planning, drafting, editing, and modifying. the preparation before writing includes laying out goals, generating ideas, and organizing information. this preparation contributes in getting a clear and coherent writing. however, the biggest problems come from the difficulty of organizing the ideas to write. bukhari (2016) stated that the major problems faced by the learners are not to mailto:kurniatiiefi@gmail.com mailto:dyahkusumastuti@ump.ac.id2 26 organize lexis, mechanics, or the production of the grammatical structure but to organize ideas related to the topic of concern. al-shaer (2014) suggested that students need more planning and thus more learning strategies and techniques to overcome difficulties and to organize their ideas in a coherent and unified piece of writing. based on the syllabus of senior high school, writing is one skill that should be mastered by the students. one of writing material which is taught in the eleventh grade is exposition text. the standard competence of teaching exposition text is composing written analytical exposition texts related to actual issues by paying attention to social functions, text structures, and linguistic elements, correctly based on the context. exposition text is a text which consists of an issue supported with arguments of the writers based on their point of view. the writers may agree or disagree about the issue. when the writers express their arguments, whether they agree or disagree, they produce exposition text. writing an exposition text is considered as a challenging activity since it consists of many ideas that should be well organized. consequently, it is necessary to find a strategy that can make organizing ideas easier. one of the strategies that can be used to organize ideas is concept maps. concept maps are tools for organizing ideas. they usually have three parts namely concepts, arrows, and linking phrases. based on novak and canas (2015) concept maps are graphical tools for organizing and representing knowledge. they include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. concept map is an easy way to achieve very high levels of cognitive performance if the steps of creating the maps are followed completely. on the other hand, constructing concept maps requires repetition and practice to be able to connect one concept to another concept. review of literature writing writing is a way of sharing personal meanings and it emphasizes the power of the personality to construct someone's view based on certain topic (hyland, 2003 in mahalo, 2017). it means that writing is a process of transferring information or ideas of certain topic through written form. it requires cognitive process of relating the information that has been stored in the memory with the information which is gained recently. as stated by ahangari, 2008 in al-shaer 2014, writing is not only viewed as individual's outcome but as a rich set of cognitive, social and cultural activity. compared to speaking, writing is more difficult because the typical characteristics of writing language are more complex. writers should consider not only the content of the writing but also the structure of the sentences to produce a meaningful writing. therefore, writing is stated as a process rather than a product. in line with al-shaer (2014), writing is a demanding process which requires a lot of preparation, brainstorming, planning, drafting, editing, and modifying. based on the explanation above the writer concludes that writing is a process of sharing information though written form. since it is a process, it requires consistent effort and regular practice to produce a good writing. 27 exposition text an exposition is a piece of text that presents one side of an issue. the purpose of the exposition is to persuade the reader or listener by presenting one side of an argument. as stated by anderson (2003: 126), an exposition text is used to argue a point of view or to persuade the audience to do something. aderson (2003: 126) explained that the written exposition has three main parts as follows: a. an introductory statement an introductory statement is a statement that gives the author’s point of view and previews the arguments. the author’s point of view is called the thesis of the argument and this is given in the introduction. the introduction can include a preview of the arguments that will follow the next section of the text. a question or emotional statement can be used to get audience attention. b. a series of arguments a series of arguments that aim to convince the audience might also be used to help persuade the audience. a new paragraph is used for each new argument. each new paragraph begins with a topic sentence that introduces a new argument. after the topic sentence comes details that support the argument. another way to persuade the audience is using emotive words. c. a conclusion a conclusion functions as the summing up of the arguments. in part, the author restates his/ her point of view. a summary of what has been stated in the section above may be included here. in judging the writing whether it is good or bad, brown (2001: 335) mentioned six general categories in evaluating students writing, namely: content, organization, discourse, syntax, vocabulary, and mechanic. meanwhile, there are only three categories which include organizing ideas. the first category is content. brown (2001: 357) mentioned that a good content of a writing consists of thesis statement, related ideas, development of ideas through personal experience, illustration, facts, and opinion, the use of description, cause/ effect, comparison/ contrast, and a consistent focus. the next category is organization. he stated that a good writing should cover an effective of introduction, logical sequence of ideas, conclusion and appropriate length. the last category is discourse. discourse includes paragraph unity, transition, discourse makers, and cohesion. considering the aim of this research, the writer summarized those indicators in each category into five indicators which are point of view, content, unity, cohesion, and organization. those five aspects have an essential role in organizing ideas as explained in the rest paragraphs below. 1. point of view at the beginning of the exposition text, the writer should state her/ his point of view related to the topic. langan (2001:51) stated that the first step in writing is to discover what point that the writer wants to make and to write that point as a single sentence. as 28 stated by aderson (2003: 128), an argument is started by a thesis statement which is the writer believe of certain issue. the thesis will guide while writing the text. 2. content after introducing the point of view at the first paragraph, the writer should explain more about the idea mentioned by giving supporting evidence. to ensure that the text will have adequate evidence, the writer should find out the specific reasons or details. langan (2001: 55) suggested to write down a brief version of the thesis ideas and then work out and jot down the tree points that will support the thesis. the evidence that supports the point in a text often consists of a series of reason followed by examples and details that support the reasons. based on langan (2001: 5), supporting evidence in a text can also consist of anecdotes, personal experiences, facts, studies, statistics, and the opinion of expert. 3. unity paragraph unity is the most important characteristic of a good paragraph. it defines that all sentences in a paragraph should speak about one single idea or one main subject. that is, the topic sentence, the supporting details, and the concluding sentence should focus on only one idea. in a text, all ideas should relate to the thesis statement which is usually stated at the first sentence in the first paragraph. the rest paragraph should have supporting ideas which are related to the topic in thesis statement. zemack and rumisek (2005: 80) suggested one way to keep unity in a text is to edit the outline for ideas that are not relevant to the thesis statement or topic sentence. 4. coherence a writer of any language tries to arrange his sentences in a way that allows the reader to follow the ideas presented easily. thus, coherence can be defined as the orderly progression of facts and ideas arranged in a logical sequence. harmer (2004: 25) argued that coherence is frequently achieved by the way in which a writer sequences information, and it brings the reader back to the issue of genres and text construction. one of the factors in making a paragraph or text coherent is using cohesive devices. cohesive devices make all supporting sentences stick together in their support of the topic sentence. these cohesive devices include transitions, personal pronouns, the definite article, demonstrative pronouns, and synonyms. these devices can make the sentence link up so that readers are not conscious of gaps. these make the idea flow smoothly in the paragraph. 5. organization a piece of text consists at least three paragraphs. they are introductions, body paragraph, and conclusion. zemack and rumisek (2005:12) stated that the introduction and the conclusion work together to make the topic 29 and the main ideas of the writing clear to the reader. therefore, an introduction should clearly state the main point at the beginning of the text which is followed by supporting arguments at the rest paragraphs. while the conclusion is the final paragraph which makes a final comment about the main idea. as stated by langan (2001: 87) a well-organized text, however, also needs a strong introductory paragraph, an effective concluding paragraph, and a good title. a good introductory paragraph plays a role as a plan of development. in this “preview”, the major supporting points for the thesis are listed in the order in which they will be presented. while a good concluding paragraph should remind the reader of the thesis idea and bring the text to a natural and graceful end. concept maps concept maps are tools which have an attempt to represent knowledge visually. according to novak and canas (2015), concept maps are graphical tools for organizing and representing knowledge. they include concepts, usually enclosed in circles and boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. concept maps are typically made by placing a word in a box or oval and using arrows or lines to link it to other words, showing the relationship between these subjects. in order to make good concept maps, novak and canas (2015) suggested the steps to construct a concept map as follows: a. identifying a domain of knowledge the first step is to identify a domain of knowledge that is familiar to the person constructing the maps. this could be an idea, a question or an issue that one is trying to understand. this creates a context that will help to determine the hierarchical structure of the concept map. it is also helpful to select a limited domain of knowledge for the first concept. a good way to define the context for a concept map is to construct a focus question. a focus question is a question that clearly specifies the problem or issues the concept map should have to resolve. it is important to build a concept map that consistently leads back to that question and its answer. b. identifying the concepts that related with the domain after a domain has been selected, the next step is to record associated concepts. think about related ideas and list them on the page. this list is also known as a parking lot and usually consists of around 15-25 key concepts. it is called as parking lot because the concepts which have no good connection with the main domain will be not included in the map. the concepts should be described as brief as possible. they are usually one or two words per idea will suffice. 30 o1 x o2 o3 o4 c. listing the concept from the most the general to the most specific in order to construct the map in hierarchical form, a rank-ordered list should be established from the most general, most inclusive concept, for a particular problem or situation, to the most specific, least general concept. although this rank order may be only approximate, it helps to begin the process of map construction. d. constructing the concept map. in this step, all concepts which have been identified should be put on the circle or box. put the most general ideas on the top to the specific one in order to make a hierarchical fashion. then identify the linking words that connect the concepts. the linking words will connect one concept to the other concept in the same domain which is called as preposition. once the direct connections between concepts have been identified, look for crosslinks that link together concepts from different areas or domains. research method this study was a quasi-experimental design. quasi-experimental is a design which it is not possible to randomly assign subjects to groups. the researcher used the existing classrooms as the subject. one type of quasi-experimental design is nonequivalent control group design. this design involved two existing groups which were pretested, administered a treatment, and post-tested. the study has been conducted into two steps: pre-test and post-test. the pretest was given at the first meeting of the research to see the students’ writing ability before doing the treatment, and the posttest was given at the last meeting of the research to find out the result of the treatment given. based on the design, gay (2000: 265) shows the nonequivalent control group design in schema below: note: x : represents the treatment o1 : represents the pretest of the experiment group o2 : represents the posttest of the experiment group o3 : represents the posttest of the control group o4 : represents the posttest of the control group figure 1. schema of nonequivalent control group design in this research, there were two classes that were used as the subject of the research. those were xi ips 5 as the control group and xi ips 4 as the experiment group which were the students of man n 1 banyumas academic year 2018/2019. both xi ips 5 and xi ips 4 were chosen based on the consideration that the two classes have almost equal competence. the equal competence could be seen from the last result of english examination. the instrument was a writing test. writing test was implemented to examine how the students’ achievement and progress on their organizing ideas. the tests included pre-test and post-test. the pre-test was given before the treatment was implemented while the post-test was given 31 after the treatment was implemented. to gain the scores, the researcher used an analytic scoring rubric and the number of written word counting. the rubric was modified from elk grove unified school as follows. five marking criteria were developed to assess the standard to which each organizing ideas aspect has been achieved. each organizing ideas aspect has four rating levels of excellent to advanced (5 point), proficient (4 point), basic (3 point), below basic (2 point), and far below basic (1 point). finding and discussion based on table 1, it gives an overview of descriptive statistics of all data. it displays the mean marks of the pretest and post-test marks in the five aspects of organizing ideas for the experimental and control groups. the overall mark of control group on pre-test was 10.76 while the post-test was 14.78. while in experimental class, the overall mark of pre-test was 9.86 and the post-test was 16.42. table 1 descriptive statistics aspect group statistics mean and standard deviation control experimental mean standard deviation mean standard deviation pre-test post-test pre-test post-test point of view 2.72 3.46 0.74 2.46 3.78 1.32 content 2.1 3.02 0.92 2 3.24 1.24 unity 2.06 2.92 0.86 2 3.14 1.14 cohesion 1.84 2.4 0.56 1.64 3.02 1.38 organization 2.04 2.98 0.94 1.76 3.24 1.48 overall mark 10.76 14.78 4.02 9.86 16.42 6.56 based on figure 2, it indicates the mean result of the pre-test and post-test of both experimental and control class. it presented that the mean of the pre-test of the experimental class was 39.44 and the control class was 43.04. then, the mean of the post-test of the experimental class was 65.68 and the control class was 59.12. the deviation was not too high, it meant that the students’ achievement in both experimental and control class was almost the same. finally, it could be concluded that the mean of the post-test of the experimental class was higher than the control class. 32 figure 2. the mean result of pre-test and post-test the data from the experimental group and the control group also need to be analyzed to find the t-test result based on each aspect of organizing ideas. the result of t-test then had been compared with ttable. table 2 the result of t-test for organizing ideas aspects aspect n t-test result t-table d.f significance point of view 50 3.918 1.677 48 0.05 content 50 1.818 1.677 48 0.05 unity 50 1.481 1.677 48 0.05 cohesion 50 3.543 1.677 48 0.05 organization 50 2.268 1.677 48 0.05 the result of this research showed that the experimental group had significant difference than the control group. the post-test result of the experimental group was higher than the post-test result of the control group. the students in the control group were taught by using conventional teaching strategy. therefore, the students directly wrote an exposition text without organizing ideas using concept map first. the result of the post-test showed that the control group result was lower than the experimental group. whereas, the students in experimental group was taught by using concept map as learning strategy. they were asked to create a concept map in order to organize ideas prior to write an exposition text. concept maps helped them to organize ideas because students visualized their ideas on written form. as mentioned by shakoori, et.al (2017), with the assistance of maps, writers can examine what ideas are missing or irrelevant in their writings themselves. therefore, they could organize their ideas in the form of maps before writing a piece of text. as a result, the students’ post-test score in experimental group was higher than the control group. one of the students’ concept map from experimental group was shown by the figure below. 0 20 40 60 80 experimental class control class pre-test 39,44 43,04 post-test 65,68 59,12 s co re i n te rv a l pre-test post-test 33 figure 3. students’ concept map by considering to the significant difference and the t-test result, it showed that concept maps had positive effect in organizing idea of writing exposition text. in implementing concept maps, students were asked to collect their ideas which are related with the given topic. in this step, they were free to put any ideas on a list. later on, they had to connect one idea to another idea by giving a linking word or phrase. last, they arranged the ideas from the most general until the most specific one as that was showed by figure 4.6. it really helped them to organize their ideas. as stated by muhammad (2010), using concept map prior to writing helped the students to generate ideas, focus on what is going to be written, plan their writing and organize their knowledge or thoughts. conclusion this study investigated the effectiveness of concept map to organize ideas in writing exposition text. the result showed that the experimental group had higher post-test than the control group. it can be concluded that concept map strategy enhanced the writing abilities of the students of the experimental group more than the students who were taught through the usual teaching strategy. the analysis of the pre-test and post-test results showed a higher degree of improvement in the aspect of organizing ideas namely point of view, content, cohesion, and organization. the result of the students taught through some usual techniques also confirmed the fact that the traditional strategy applied to teach writing to the students may not give fruitful benefits to the students or the teachers. references aderson, m. (2003). types of english text. malaysia: macmillan education. al-shaer, i. m. r. (2014). employing concept mapping as a pre-writing strategy to help efl learners better generate argumentative compositions. international journal for the scholarship of teaching and learning; vol. 8, no. 2. retrieved online at https://www.iasj.net/iasj?func=fullte xt&aid=102284. brown, d. h. (2001). teaching by principle – an interactive approach https://www.iasj.net/iasj?func=fulltext&aid=102284 https://www.iasj.net/iasj?func=fulltext&aid=102284 34 to language pedagogy. san frasisco: addison wesley longman inc. bukhari, f. s. s. (2016). mind mapping techniques to enhance efl writing skill. international journal of linguistics and communication. vol. 4, no. 1. retrieved online at http://ijlcnet.com/journals/ijlc/vol_4 _no_1_june_2016/7. elk grove unified school. (2012). writing rubrics for the common core. retrieved from http://www.mswholeschools.org/files /maharrey.handout.grades_78_elkgrove_rubrics. gay, l.r. (2000). education research; competencies for analysis and application. ohio: merill publisher company. harmer, jeremy. (2004). how to teach writing. london: pearson education langan, john. (2001). collage writing skills with readings. new york: mc.graw-hill. maholo, kalsum. (2017). using concept mapping to improve the writing ability of the eight graders. voices of english language education society (veles); vol. 1, no. 2. retrieved online at http://ejournal.hamzanwadi.ac.id/ind ex. php/veles/article/view/440. novak, j. and canas, a. (2015). the theory underlying concept maps and how to construct them. retrieved online at https://web.stanford.edu/dept/suse/ projects /ireport/articles/concept_maps. remach, c. and rumisek, l. (2003). academic writing; from paragraph to essay. oxford: macmillan education. shakhoori, m. et al. (2017). the effect of concept mapping strategy as a graphical tool in writing achievement among efl learners. international journal of information and education technology, vol. 7, no. 5, may 2017. retrieved online at http://www.ijiet.org/vol7/894-t004. http://ijlcnet.com/journals/ijlc/vol_4_no_1_june_2016/7 http://ijlcnet.com/journals/ijlc/vol_4_no_1_june_2016/7 https://web.stanford.edu/dept/suse/projects https://web.stanford.edu/dept/suse/projects journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2360 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.91-98 91 the use of true and false essay games to enhance students’ writing achievement and classroom interaction anhar smkn 3 pujut, central lombok anhariss86@gmail.com abstract this study was aimed at investigating the students’ writing performance and classroom interaction through the use of true and false essay game strategy. this study was collaborative action research consisted of two cycles. the steps were planning, action, observation, and reflection. this research involved the 19 students of class 11th grade students of smkn 3 pujut. the data were qualitative in nature and supported by those of quantitative. the data were obtained from the observation sheet, questionnaire, and writing test. meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. the research finding showed that use “true and false essay games” was proved to be significant to improve the students’ writing skills and classroom interaction. the strategy of true and false essay games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. moreover, this strategy helped the students to build a positive relationship among them. quantitatively, the mean of the students‟ writing scores in the pre-test is 50. meanwhile, the students’ score of the post-test was 55. the improvement was 5 in the first cycle. in cycle 2, the students’ score of the post-test was 80.32. in the presentations between cycle 1 and cycle 2 was 30.4 it can be concluded that the true and false essay games was able to enhance students’ writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics. keywords: true-false essay game, writing skill, and classroom interaction introduction writing is one of the most language skills that are uneasy to be mastered by foreign language learners and even for native speaker (haerazi & irawan, 2019). according to hyland (2003: 4), writing is rigidly controlled through guided composition where learners are provided with short texts. then, they are asked to fill in gaps, complete sentences, transform tenses or personal pronouns, and complete other exercises that focus on achieving accuracy and avoiding errors. many instructional strategies are applied by english teachers to help learners improve their writing achievement and classroom interaction. besides, the change of curriculum is carried out to meet the demands to compete internationally (haerazi, vikasari, & prayati, 2019). at the top of it, learners can use english both orally and in written. in doing so, english teachers apply an appropriate strategy to meet the efl learning goals. smkn 3 pujut is one of the vocational high school in central lombok. the researcher is an in-service teacher at this vocational high school. the researcher found some problems at the 11th-grade students of smkn 3 pujut in which they still have a lack of how to write topics, topic sentences and even supporting sentences. besides, they still feel difficult to express their ideas paragraphs. mailto:anhariss86@gmail.com 92 based on the problems above, the researcher wants to give a solution especially in writing skill. the solution is by using true and false essay games. game is an appropriate way to teach teenagers because one of the characteristics of teenagers is they are able to work with others and learn from others. the researcher hopes that it would make the students feel something pleasant and motivate them to learn more about writing so the researcher believes to investigate the use of true and false essay games to enhance student’s writing skills and classroom interaction with the 11th-grade students of smkn 3 pujut. literature review teaching writing in vocational high schools according to wright, et al. (2006: 58) writing like speaking is normally intended to communicate something to somebody. writing skill is the one of skill which has to be mastered by students. spoken and written languages are obviously different. teachers should provide learners with interesting writing materials to practice writing (haerazi et al., 2018). it is reinforced by hyland (2003: 4) who state writing is rigidly controlled through guided composition since learners are given short texts and asked to fill in gaps, complete sentences, transform tenses or personal pronouns, and complete other exercises that focus students on achieving accuracy and avoiding errors. based on those definitions above, writing is a creative process that uses generating ideas into language and put them on paper with good structure to analyze the word, clauses, and sentences. true and false essay games according to wright, et al. (2006: 59) the procedure of teaching by using true and false essay game, those are; (1) ask each learner to write an essay based on description of real places and or events, and tell them that each essay must contain five things that are not true; (2) invite each learner to read at least three essays and try to find the five untrue proves difficult and the five untrue bits of information; (3) if it proves difficult to find the five untrue bits of information in a particular essay than invite the writer to read it to the whole class and try to find the five things together. variation of true and false sentences; (1) organize the class into pairs; ask each pair to write ten statements or separate strips of paper, some true and some false; and; (2) invite the pairs to exchange their strips of paper and try to group them into true and untrue statements. based on the explanation above, it can be said that the game will make the students more involved in the learning process. so, the learning process will be more active if the students get involved in it. research method research design in this study, the researcher applies classroom action research (car). it is small-scaled and collaborative research that investigates a problematic situation in order to bring improvements in practice (burns: 2010). the research on the use of true and false essay games is aimed at enhancing student’s writing skills. it is conducted in the action research focusing on the action to improve the classroom interaction of the english teachinglearning process at b class of the 11thgrade students of smkn 3 pujut. the 93 actions consist of four stages: planning, action, observation and reflection as proposed by kemmis and mctaggart (1988: 9) and burns (2009: 9). this study is categorized as collaborative research. burns (2010) states this study allows the researcher and the collaborator collaboratively to share the common problems and examine the research data. therefore, the researcher collaborated with collaborators during the research. this research adopted a descriptive-qualitative design. therefore, the researcher also uses quantitative data to support qualitative data to be a more valid result. setting of the research the place of this research was held at the 11th-grade students of smkn 3 pujut. generally, there times english subject regular in the classroom, each meeting 2 x 45 minutes, so in week 270 minutes or about 4 hours and 30 minutes. the researcher was considered about 4 weeks or 1 month for the research. the subjects of this research were 19 students, 6 male and 13 female of b class at the 11 th -grade students of smkn 3 pujut. the object in this research was the use of the strategy of true and false essay games to enhance students’ writing skill and classroom interaction. the research procedure 1. planning in this stage, the researcher began the action as the implementation of teaching scenarios in the planning the researcher decided to enhance students’ writing skill through true and false essay games to overcome the problem above with the following activities. preliminary observation before doing the cycle in this research, the researcher conducted preliminary observation on 25 th november 2018. it was done there was also an informal interview with the teacher there also to observe the writing skill used explanation text at the second-grade student of smkn 3 pujut. based on the observation then identification of the problems is made. a. lesson plan: for designing learning activities using syllabus in the school referring to the english teacher, the text type to teach is descriptive text covering writing skills. since the research focus of this study to improve students’ writing skill and classroom interaction. each meeting covers 2 x 45 minutes. b. materials: in the first cycle consist of two meetings; the teacher applied descriptive text theme to describe a particular someone and places. the teacher applied a few books as a source, such as effective english etc. c. criteria standard of competency and basic competency are the basis for developing the materials, arranging learning activities and for defining the indicators for assessment and in gaining the class percentage which passes the minimum mastery criteria (kkm). it was 75 and students' average score was 85. 2. action during the implementation of the action, the researcher used the true and false essay game in the leaning activity. the collaborator and the english teacher who acts as an observer collaborate in the class during implementing the actions. the second collaborator is the real english teacher who helps to interpret the data. after the implementation, they conducted 94 discussions in planning, implementing and reflecting the actions. after the implementation, she conducted interviews with the participants to know their opinions related to the actions, improvements, problems they faced and so on. they are recorded and then were transcribed into interview transcripts. in addition, the collaborator occasionally photographed particular moments during the actions through the digital camera. meanwhile, the quantitative data were obtained twice in the preliminary observation which is conducted before the implementation and in the test essay for students writing skill which was conducted after the implementation. 3. observation the observation in classroom action research was conducted to know and gotten complete descriptions objectively about the improvement of the process of the learning and the effect of the action in the form of data the instrument used in the research was intended to measure the students’ writing skill. the instrument of this research there were observation sheet and test a. observation sheet: the observation sheet was used to monitor the students and teacher activities during the teaching-learning process. the use of an observation sheet, hopefully, will help the researcher to observe the real situation. b. test: in completing this research the test was based on an achievement test which was the result later used as data. in order to gotten enough data, the researcher divided the writing test purpose of giving the classroom test was to check the students’ achievement as an indicator of progress toward education for the students, it important toward this research which would determine whether of true and false essay games could be enhancing students’ writing skill or no. the true and false essay games of students in learning writing also influenced the achievement (score) of students’ writing skill. the test could be in the form of essay writing. 4. reflection reflecting is to see what effect your change has made. reflection has an evaluate aspect, to judge whether the method could be problem-solving to enhancing students’ writing skill. data analysis in this research, quantitative and qualitative analysis was used to analyze the data. the qualitative data was gathered through observation sheet which was already explained, whereas the data from the test (quantitative analysis) was investigated through counting the total average of each cycle and discovering the difference between each cycle. quantitative analysis was analyzed by using descriptive statistical analysis by using spss ibm 2.1. meanwhile, the qualitative analysis used the formula of percentages to measure the score of observation sheet, questionnaire, and teacher's and students’ feedback. the data analysis of this study used the three concurrent flow activities; (1) data reduction, (2) data display, and (3) drawing a conclusion. in the process of data reduction, the data are selected, simplified, and abstracted in the field note. it is done during the research activities. in other words, the researcher reduces the 95 information during the research activities because the data do not support the research data needed. in displaying data, the selected data are depicted and explained in the form of description or narration based on the filed notes and interview transcripts. the last stage of data analysis is taking a conclusion. the data reduced are concluded at the end of each action deal with classroom interaction. meanwhile, the students’ english achievement is concluded at the end of the posttest. the conclusions are about the improvement of elt achievement and classroom interaction of the 11th-grade students of smkn 3 pujut, central lombok, west nusa tenggara. finding and discussion the data consisted of data obtained from the observation sheet and data obtained from students’ writing skill. to the efforts of the implementation of true and false essay games to enhance student writing skill. this research consisted of two cycles, for the whole steps of this research explained in the description as follows. cycle i data observations of implementation on the teaching-learning process based on observations on the learning process about the material of writing a descriptive text. the writer intended to analyze the data obtained from the students’ test results and students` activities in the class instead of any other result of research. the data was attained from the teaching-learning process and evaluation. one of the aimed of giving an evaluation was to know how far the students’ writing skill given in this classroom action research. the analysis of each activity started from the first cycle up to the second cycle. in this subchapter, the researcher would like to discuss the result of the study of true and false essay games in enhancing students writing skill at the 11th-grade students of smkn 3 pujut. based on the finding, true and false essay games can increase students’ writing skill in writing a descriptive text. it was proven either by students’ mean score and the total class percentage of the students’ learning activity that is increased in every meeting during teaching and learning. based on the result of the two cycles, there was a significant improvement in the students’ writing skill. from the result analysis of the table of the students’ scores toward the students’ writing skill in learning writing. it showed that the result mean score of the post-test was highest than the mean score of the pre-test. the mean score of pre-test in cycle i was 50 and cycle ii was 55 taken from post-test 1. while the score of post-test in cycle i was 55 and cycle ii was 80.32. the difference between pre-test and post-test in cycle 1 was 5 and the difference between pre-test and post-test in cycle 2 was 30.3. the use of the scientific-based approach in cycle 1 could not be stated one hundred percent (100%) effective. the effect of the approach in elt classroom disappears in the first, second, and third meetings. however, the effect of that is seen at the fourth meeting. the stages of the scientific-based activities stimulated students to be more confident and active to complete their learning tasks, acquire enough vocabularies and grammatical competences. these competencies were then utilized by students to improve their reading, listening, speaking, and writing 96 skills. in addition, almost all of the students are active in the classroom interaction in various learning activities with the teacher and with other students. in cycle 1, it can be concluded that the use of the scientific-based approach was not effective to solve all of the students’ problems in the elt classroom. cycle 1 indicated that some problems faced by students were solved by using the approach. those problems included (1) students have difficulties to understand the teacher’s instruction to complete their learning tasks, (2) students do not have enough vocabulary acquisition to complete reading tasks, and (3) students have lack of grammatical competence to arrange sentences. based on the students’ problems solved in cycle 1, the researcher and the teacher agreed to continue to the second cycle. the teacher and the researcher in the next cycle were focused on different students’ problems. cycle 2 would be addressed to the students’ speaking ability, asking activities, and listening activities coming from native speaker videos to improve students’ individual achievement and elt classroom interaction. these problems were assumed as the same difficulties that make students have low achievement and low interaction among them and between students and the teacher. from the result of the analysis, the students’ score toward the student’s writing skill in learning writing was improved. it showed that the students who got the highest score on cycle 1 were some of the students with their scores were 75; some of the students who got the lowest score were 40. in cycle 1 the students failed. whereas in cycle 2, there is a student who got the highest score with his score was 90 and some students who got the lowest score were 60. because the passing grade of students’ achievement in cycle 1 was not achieved, this study was continued into the next cycle, which is cycle 2. the explanation of the use of true and false essay game in cycle 2 can be read as follows. cycle 2 from the data calculations ab o v e the students’ mean score i n c y c l e 1 was 55 and the increase in cycle 2 was 80,32 the difference between cycle 1 and cycle 2 was 19,4. it w a s shown t h at b y applying true and false essay games could improve their writing mastery. it was because of the application of true and false essay games to give more support and build students’ writing skill and in learning english, especially in learning writing. from the data above, showed the changes on the students’ score increased significantly. that students’ score was increased after giving treatment by using true and false essay games, it means that the games succeed in increasing the students’ writing skill and the criteria of achievement was completed where 80,32 of the students in the 11th-grade students of smkn 3 pujut and it attained the passing grade. most of t h e students said that teaching-learning english by true and false essay games is fun and could enthusiastic them increase their writing skill they were enthusiastically engaged in the teaching-learning process in which various teaching aids were employed. furthermore, they varied the materials during the lesson. the real objects, examples of descriptive texts and models provided the students with more interesting language input. it enriched their vocabulary and grammatical mastery. 97 moreover, the worksheets provided them with some exercises on vocabulary and grammar to write a descriptive text. conclusion this study can be concluded that the use of true and false essay games is able to enhance student students’ writing skill and classroom interaction at the 11thgrade students of smkn 3 pujut in the academic year 2017/2018. the students’ progress during the teaching-learning process was better than the conventional one before the strategy was applied. this statement is supported by the result of the mean in post-test at cycle 1 w e r e 55 and post-test at cycle 2 w e r e 80,32 from the data calculation shown that by applying true and false essay games could improve their writing skill. it showed a significant difference between the posttest in cycle 1 and cycle 2. to students improve, true and false essay games could enhance students’ writing skill by improving their writing in terms of that organization, content, grammar and use vocabulary and mechanics by improving the writing skill of students’ could true and false essay games. references brown, h. d. (2003). language assesment and classroom pratice. san francisco, california. princple. burns, a. (2010). doing action research in english language teaching: a guide for practitioner. new york: rutledge. haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903. 13. haerazi, h., may vikasari, r., & prayati, z. (2019). the use of scientificbased approach in elt class to improve students’ achievement and classroom interaction. register journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.15 7-180. haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students’ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i 1.246. harmer, j. (2001). the practice of english language teaching. london: logman group. hedge, r b.t. (2005). writing recource book for teachers. oxford: university press. hidayati, nur. (2015). improving english writing skill thorough board game. yogyakarta state university. hyland, k. (2003). second language writing. new york: cambridge university johnson a. p. (2008). teaching reading and writing: a guidebook for tutoring and remediating students. united kingdom. littlefield publishers, inc. manchon, r. (2009). writing in foreign languange context. second languange acquisition. miller, s. (2005). experimental design and statistics. new york: routledge. http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.17507/jltr.0903.13 https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.18326/rgt.v12i2.157-180 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.21093/ijeltal.v4i1.246 98 purwanto, n. (2012). prinsip-prinsip dan evaluasi pengajaran. pt. rosdakarya bandung. richards, j. c., & renandya, w. a, (2002). methodology in language teaching. new york. cambridge university press. weigle, c. s. (2002). assessing writing. london: cambridge university. wright, a, betteridge, d., & buckby, m. (2006). games for language learning. cambridge: cambridge university. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2294 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.12-20 12 analysis of students’ ability in using english for taking order procedure in restaurant ida nyoman tri darma putra sekolah tinggi pariwisata mataram ida.nyoman.putra@gmail.com abstract the aim of this study to analyze students' english speaking skills in conducting taking orders procedure in restaurants. this study is conducted in order to overcome the problems encountered by the students in speaking activities in taking orders. to measure the ability of students in speaking english in taking orders, the researchers observed the procedures that the students did not perform and measure the students’ competence of english language. samples of this study are the fourth semester students in hospitality courses diploma degree of mataram tourism institute in academic year 2018/2019. the results of this study indicated that the level of completeness of the procedure in taking student orders in stp mataram is in average. more than 50% students have conducted the appropriate procedure when taking orders in using english. from the result of data analysis in measuring the students’ competence in speaking english, the mean score is 78.90 with standard deviation is 12.14. from the result, it is converted and get score 3.1. the score showed that the ability of english students from 40 students in stp mataram classified as good criteria. keywords: taking order procedure, english language, speaking skill introduction in tourism industry, indonesia needs human resources who capable of speaking foreign language. as one of the asian countries with the most tourists visitors from overseas, especially european countries. lombok, ntb which is one of the most cultural tourism place for foreign tourists to visit, in this case, intensive english is very important to be taught especially students of tourism high school and college. learning english is very useful, especially related to the role of tourism college as a provider of human resources in the field of tourism that is able to communicate with tourists as well as to fill the needs of workers such as selling souvenirs, work at the hotel or become a tour guide. the tourism information service will use at least one foreign language, especially english. given that english is the first global language used by foreign countries from any country. it is therefore reasonable that practical english for tourism practitioners in the world of tourism is very important and it is required for the students in tourism to be able to use english. however, the reality on the field showed that existing graduated students do not possesed the expected english skills. english has a very important role for indonesian society. even a person's ability in english to be a prerequisite for whether or not someone in continuing education to a higher level, for promotion in a job, and improve one's economy. by possessed english skill, a person is motivated to communicate with foreign speakers comfortably, be able to understand other people's cultures and be positive about the use of english in interaction in the classroom when learning english. mailto:ida.nyoman.putra@gmail.com 13 according to genc and bada (2005), to communicate in daily interactions, speaking is essential and basic skills that help students learn english to become good readers and writers. furthermore, ellis (2003) added that a person's primary goal of learning english as a foreign language or a second language is to achieve personal goals in achieving success. problems in learning and teaching english as a foreign language are closely related to teachers teaching method and students learning ability. in this case, some of the learning problems are influenced by the methods used by teachers in teaching. lochana and deb (2006) argued that almost all foreign language teachers teach the language by lecturing methods and focus their teaching on grammatical rules rather than teaching the use of the language itself. in fact, according to ellis, language teaching is more effective when students learn the language in the context meaning. the problem faced by students in learning english as a foreign language is that lecturers or teachers used more traditional methods in the learning process. in learning speaking at mataram tourism college, it is still common for lecturer to apply teacher centered learning method so that lecturers seem to dominate the class more than the students in the learning process. the students who are learning to speak cannot use english effectively in both the conversation and the correspondence between them. whereas according to nunan (2004), students do not like the teachers who dominate the learning in the classroom with lecturing method because with this method makes them not motivated to learn. students did not like to be passive in the classroom. the consequences of this student passivity resulted in insufficient knowledge (input) and practical skill (output) obtained by students in the learning process. statement of problem based on the background description of the above problems, the formulation of the issues raised as follows: to what extend the ability of students in mataram tourism college in conducting taking order procedure using english language? research benefit benefits obtained through this research was the data about the ability of students in mataram tourism college in performing taking order procedure in english. the results of this study can be used to base the development of further research in teaching english in other specific abilities. the results of this study can be used to provide information to the institution about the ability of students at the mataram tourism college in performing taking order procedures in restaurants using english. thus, it can be used as a refinement and further development in teaching english in taking good and proper taking order. review of related literature speaking assessment assessment in the evaluation system of learning outcomes is a further step after measurement. information obtained from further measurements is described and interpreted. therefore, according to djemari mardapi (1999: 8) assessment is the activity of interpreting or describing the results of measurement. furthermore, djemari mardapi (2008: 18) mentions that there are two references that can be used in conducting the assessment that is the reference norm and reference criteria. in assessing education, these two references 14 can be used. the norm reference assumes that one's ability is different and can be described according to the normal distribution curve, whereas the criterion's reference assumes that anything can be learned by everyone but the timing can be different. associated with the assessment of speaking skills, burhan nurgiyantoro (2009: 278) stated that the forms of speech skills enable learners to not only speak their language skills, but also express their ideas, thoughts, or feelings. thus the assessment is functional, in addition, it can also reveal the ability of students to speak in the language in its normal use. assessment tool for the task of telling stories based on some experts modified according to burhannurgiyantoro (2009: 290) consisted of the accuracy of information, relationships between formation, accuracy of structure and vocabulary, fluency, fairness sequence of discourse, and pronunciation. the developed language skill performance score sheet is based on the understanding of some speech assessment theories presented by linguists. among these are richard, platt, and weber (in nunan, 1999: 226) who argue about the elements of communicative competence in speech that can be used as a benchmark for the assessment of speech skills, as follows. communicative competence includes: (a) knowledge of the grammar and vocabulary of language; (b) knowledge of rules of speaking (e.g., knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in different situations; (c) knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; (d) knowing how to use language appropriately. another case with the assessment of language skills according to brown (2004: 142-143), namely that the assessment of speaking skills is divided into two parts, namely microskill and macroskill. micro assessment deals with small parts of language such as phonemes, morphemes, words, collocations, and phrase units. macroskill assessment deals with larger elements, such as fluency, discourse, function, style, cohesion, nonverbal communication, and strategy choices. described further, to measure speech skills, brown (2004: 172-173) divided it into six categories, namely grammar, vocabulary, comprehension, eloquence, pronunciation, and assignment. in contrast with the assessment mention above by brown (2004), lambert (2003: 3-4) provided an alternative assessment in learning speaking skills in several categories. students categorized as highly skilled (category 7-6), called excellent, are learners who can convey ideas clearly, can eloquently express ideas, ask questions, and answer questions from classmates. the next category is a good category (category 5), learners can express ideas well enough and understandable. the satisfactory category (category 4) classifies the speaking skills of learners who still have doubts in expressing opinions, but can tell basic notions. the last category is the category "requires improvement" (category 3-1). in this category, learners try to say, express ideas, but have difficulty telling basic ideas to classmates. the ability to speaking and writing in english lessons are two abilities that are almost as difficult as felt by most language learners. difficulty speaking is usually 15 caused: difficult to express ideas orally. so students are confused to talk; limited vocabulary, so that students difficult to talk smoothly and long; limited ability of grammar. so it's hard to talk with the right set; limited pronunciation. it is difficult to say the word correctly; lack of courage to speak out because of fear of being wrong. speaking assessment is done individually with assessment aspects: intonation, pronunciation, grammar, fluency, and diction in learning a second language and a foreign language, the performance of a lecturer in the language may represent his competence. however, in using a language which is not someone first language, people tend to make mistakes. it is caused by factors of fatigue, not concentration or nervousness. these conditions, of course, do not symbolize one's competence. brown stated that communicative competence is "competence which enables us to transfer and interpret messages as well as to give meaning to interaction between individuals in certain contexts". hymes supports the idea by saying that communicative competence is an aspect of competence that enables us to receive and interpret messages and understand interpersonal meanings in certain contexts. he further divided the communicative competence into two aspects: linguistic aspects and pragmatic aspects. linguistic competence is the ability related to the elements of functional knowledge of language and language structure, while the pragmatic competence includes the ability of how the knowledge can be used in certain situations in accordance with the intent and purpose of the speaker. communicative competence also includes conditions that affect or facilitate communication. in line with these two definitions, bachman explained that communicative ability involves two important things: the knowledge and competence of the language, as well as the capacity to implement or use these competencies. tarigan illustrated that in order to achieve the goal of teaching language effectively, it is essential for language teachers to constantly evaluate and develop their language competencies. tarigan divided linguistic competence into three categories: functional competence, communicative competence, and competence to apply both competencies to language teaching. scarcella in krashen mentions communicative competence as a conversational competence. he explained that some of the rules of discourse and strategy are very complex. characterized by the mastery of vocabulary, breathing, and aspects of non-verbal communication, and even the syntactic mastery of a language. furthermore, all these aspects vary depending on the social context, for example, some greetings will be appropriate in certain situations but may not be appropriate for other situations. scarcella's conversational competence is a competency that focuses more on mastery of language rather than language knowledge. based on some opinions about communicative competence above, the researcher concludes that communicative competence is the ability of a person, in this case, the english teacher, to receive and interpret the message and understand the meaning interpersonally in certain context and implement it into the teaching. this competence is not limited only to linguistic competence but also to extralinguistic aspects such as non-verbal language. communicative competence consists of four components namely grammatical 16 competence, sociolinguistic competence, discourse competence and strategic competence. in savignon, grammatical competence is the mastery of the linguistic elements of language, the ability to recognize morphological, lexical, syntactic and phonological structures, and how to use these forms to form words and sentences. grammatical competence is also an ability to display explicit language rules. a person who has grammatical competence will use the language rules well in communicating not by stating it. tarigan focuses grammatical competencies on pressure, intonation, word combinations, punctuation, vocabulary and vocabulary mastery. based on the above explanation, the researchers conclude that grammatical competence is the mastery of english grammar rules in the form of its use in communicating according to the situation and context. speaking ability speaking or speaking skill in english is one of the main goals in learning english. therefore, the ability to speak in english in the globalization era, where the limits are so narrow, today is very important, because with the ability to speak in english, every individual will be able to communicate well, not only for the purpose of the high school but for more professional goals for example; for the needs of the world of work, industry, tourism, etc. regarding the teaching of speaking in english, nunan (1991) said that "success is measured by the ability to speak in the target language" ("success is measured in terms of the ability to speak out in the target language"). so if students do not learn to talk or do not get a chance to talk, they will lose interest to learn the language. conversely, when speaking lessons are given correctly, students will be motivated to learn and the classroom atmosphere will be alive and dynamic. lawtie (2004: 1) says that the difficulty in speaking that students experience is due to several factors: students do not want to talk or say anything in the classroom, students joke with their friends using their mother tongue (l1), and the class is too rowdy so the teacher loses control of the class. burns and joyce (1997: 134) wrote that there are three factors that may cause students to be reluctant to participate in classroom tasks: first, because students assume that learning language is enough by listening to teachers, reading and writing from textbooks and doing exercises; secondly, linguistic difficulty, namely the difficulty of understanding the differences between the mother tongue and the language learned, the difficulty of understanding the pronunciation of native speakers, and the difficulty of understanding the grammatical differences of the mother tongue and the language being studied (english); and the third is psychological factors and other factors, for example, cultural factors, experience, lack of motivation, anxiety and shame speaking in the classroom. speaking includes three kinds of knowledge: mechanism (pronunciation, grammar, and vocabulary): using the right words with proper grammar and correct pronunciation; functions (transactions and interactions): to understand that the delivery of news / intentions is paramount (transaction / exchange of information) and when proper understanding is not necessary (interaction / relation); social and cultural norms and norms (interchangeable speaking, speaking speed, pause length between speaker, participant roles): understand how to consider who the other person is, what the 17 situation is, what to do, and for the purposes of the talks. djiwandono (2008: 121) stated that language skills are divided into two broad categories: receptive (comprehension) consisting of listening and reading and productive (producing) consisting of speaking and writing. with sufficient mastery of english skills, students not only can express their ideas, feelings, or desires either orally or in writing but also explore the required knowledge that is the demand of the progress of the times. taking order procedure taking order definition taking order can be interpreted to receive and record the order of guests, in this case, food and beverages, which will then be forwarded to the related parts, among others: kitchen, bar, and pastry (bagyono, 2006). taking order is a part of service, usually done in room service, restaurant, bar, and banquet, officer doing take order called order taker. a taker order is required to master a foreign language especially english, knowing food & beverage knowledge, mastering technics of selling, mastering technics in writing the order, having good memory. taking order standard procedure (1)while bringing the captain order and stationery, approach the left side of the guest, smiling and greeting (2) for guests more than two people, ask in advance whether the booking is made by each guest or one guest who acts as the host who selects the order for all guests. (3) advise which foods and beverages are best suited to the taste of the guests. (4) write their order clearly and systematically to facilitate the kitchen and the bar in presenting orders according to the instructions written in the captain order book. (5) for guests whose number is more than 2, mark one guest with the code number as a benchmark, for example, number 1, then guest next to number 2, or clockwise. (6) in writing a guest order in the captain order book, use the term or abbreviation commonly used and understood either by the kitchen, bar, or waitress. (7) repeat guest order by reading the order again to ensure the correctness of the order before further processing. (8) ask if the bill will be made one for all orders or separate for each guest. research method this research was conducted at mataram tourism college. the sample of this research were the students of mataram tourism college in academic year 2018/2019 of diploma degree hospitality study program in fourth semester. the sampling technique used was simple random sampling. this method is chosen because the elemental units of the population have equal opportunity to be selected as the sample. the number of samples in this study were 40 students. data collecting procedure data collection used in this research were instrument in the form of rubric assessment of speaking in taking order procedure (speaking rubric taking order). rubric assessment used to measure students' ability in performing taking order procedures in english. meanwhile, to measure the linguistic aspects will be used 4 criteria in measuring and will be analyzed by using spss from the score obtained. the four criteria were vocabulary, fluency, pronunciation, and grammar. this research used collaborative research where a researcher acts as 18 teacher-researcher. rubric assessment used to measure students' ability in performing order taking procedures in english. data analysis by using a rubric of pre-prepared judgment, the researcher will give a score or assessment by giving the number 1 for the take order procedure performed and giving a value of 0 for which it is not performed. while score value for language aspect will be given value with range 1 4. data will be analyzed by using two approaches that is quantitative approach and qualitative approach. quantitative approach using statistical analysis (questionnaire results) and descriptive qualitative approach (observation and interview). quantitative data processing is done by using statistical calculation method utilize spssver22 program. finding and discussion from the results of research findings that have been done there are some procedures in taking orders that are not done by the respondents, the procedures are explain some menu, offer assistance after serving, confirm if they are comfortable with the selected seat and table, (remove any extra place setting or chair/table), asking about the food satisfaction, giving the customer the time to think/leave taking, offer desserts and beverage, repeat the menu, ask again if the customer want to order anything else. based on data obtained from the observation and direct interviews to some students, the procedure is not done because some of the student did not perform the procedure because the students did not know the procedure and forgot the procedure. gambar 4.1 diagram pie percentage procedure students did not perform from the 40 students who became the respondents, more than 60% students have been able to perform procedures in taking orders. some procedures reach the implementation level or have been done completely (100%). this means from the 40 students all doing the procedure. procedures that have reached the 100% level of implementation are greeting procedures and welcoming the guest, offering help, and thanks guest and say farewell. for the ability of language in the aspect of fluency of language (fluency) nine people classified in the category of satisfaction, there are 11 students into the category of good, and 20 students classified in the excellent category (very good). in the grammar aspect (grammar) based on the data obtained there are 3 students classified in satisfactory category and 37 students are in good category. for vocabulary aspect there are 2 students with satisfactory category, there are 21 students with good category, and there are 17 students with excellent category. in pronunciation ability above, it can be explained that there are 8 students with satisfactory category. there are 22 students with good category, there are 10 students with excellent category. 19 from the overall data analysis, it can be seen that the english proficiency lowest score (minimum) of the students' is 50 while the highest score (maximum) is 93.75 and the mean score is 78.90 with the standard deviation 12.14953. from the average result is converted so as to get the value 3.1, and it can be concluded that the ability of english students from 40 students in stp mataram can be classified as good criteria. conclusion this research was conducted in mataram tourism college. researcher took 40 students as sample of this research. the results of this study indicated that the level of completeness of the procedure in taking student orders in stp mataram is an average of over 50%, the students have done the appropriate procedure when performing taking orders procedure using english language. from the results of this research, the data obtained showed that several procedures from the most which is not perform until the least perform by the student were explain some menu procedures, offer assistance after serving, confirm if they are comfortable with the selected seat and table, (remove any extra place setting or chair / table), asking about the food satisfaction, giving the customer the time to think / leave taking, offer desserts and beverage, repeat the menu, ask again if the customer want to order anything else. the data obtained from the instrument of direct observation to students and the data have been calculated. the result showed that for language ability data analysis showed that the lowest score (minimum) of using english in taking order of the student is 50 whereas the highest score (maximum) is 93.75 and the mean score is 78.90 with standard deviation 12.14953. from the average result score, it was converted and get the value 3. this value can be concluded that the english speaking ability of students in stp mataram can be classified as good criteria. references bagyono., & sambodo, agus. (2006). dasar-dasar kantor depan hotel. cv.andi offset. yogyakarta. brown, h. douglas. (2004). language assessment: principles and classroom practice. new york: pearson education company. burns, a., & joyce, h. (1999). focus on speaking. sydney: nclltr publications. djemari, mardapi. (2008). teknik penyusunan instrumen tes dan non tes. yogyakarta: mitra cendikia jogjakarta. djiwandono, m. soenardi. (2008). tes bahasa: pegangan bagi pengajar bahasa. jakarta: p.t. indeks. ellis, r. (2003). task -based language learning and teaching. oxford: oxford university press. genc, b., & bada, e. (2005). culture in language learning and teaching. the reading matrix. vol. 5, no. 1. hashim, f. (2006). language immersion for low proficiency esl learners: the alemac project. the reading matrix. vol. 6. lambert, david & david lines. (2001). understanding assessment. new york: taylor & francis e-library. 20 lawtie, fiona. (2004). teaching speaking ability 2-overcoming classroom problems. retrieved january 10, 2018 from http://britishcouncil.org//accessed. lochana, m., & deb, g. (2006). task based teaching: learning english without tear. retrieved december 20, 2017 from http://www.asian-efl journal. com/sept_06_ml&gd.php. muller, t. (2005). adding tasks to textbooks for beginner learners. in edward, c. and j. willis (eds). teachers exploring tasks in english language teaching. palgrave: macmillan. muller, t. (2006). researching the influence of target language on learner tugas performance. asian efl journal international conference. nunan, d. (2004). task-based teaching. cambridge: cambridge university press. nunan, david. (1999). second language and learning. boston: heinle&heinle. nunan, d. (1991). language teaching methodoly: a textbook for teachers. englewood cliffts: prentice hall. nurgiyantoro, burhan. (2009). penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpee. sugiarto, endar. (2004). hotel front office administration. jakarta: gramedia. 58 the meaning of the english variety spoken by the balinese vendors in kuta beach, bali tri setianingsih (triset66@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this study is concerned with the meaning of the english variety spoken by the balinese vendors in kuta beach, bali which is located south of denpasar city and become a tourism icon. as a part of tourism industry, kuta beach is often visited by tourists from all over the world. there is a variety phenomenon in speaking english that may influence misinterpretation even though misunderstanding in face to face communication among the vendors and the tourists. this study aims to describe how is the semantic meaning which refers to the meaning in the dictionary and pragmatic meanings of the english variety of the balinese vendors in kuta beach, bali. the result of this study is expected to be able to give new information to the readers about the meaning of the english variety spoken by the vendors in kuta beach, bali as a part of sociolinguistics study. as descriptive study, the data findings in this study are described in form of words, phrases, and sentences. the data were collected by using two methods, participant observation and interview. participant observation was mainly used to get the significant data from the subjects of the study. audio and note taking techniques were used to collect the data during the participant observation. the result of the present study shows the meaning and characteristic english of balinese vendors in kuta beach, bali is different from the meaning of the english used by the tourists (native speaker). some english phrases which they use sound uncommon and sometimes they are ambiguous when they are used within a sentence. key words: meaning, spoken english, balinese vendors mailto:triset66@gmail.com 59 introduction balinese people, who work as vendors in kuta beach bali where the writer conducted this study, realize much the importance in having capability of speaking english to communicate with tourists from all over the world. vendor is someone who is selling something. in this case, most of the vendors there are selling souvenirs such as silver jewelries, sunglasses, balinese sarongs, and t-shirt or offering services such as hair braiding, making a tattoo or doing massage. the chosen word vendor rather than seller is used by the writer because the meaning of vendor is more appropriate than seller and according to the cambridge dictionary the meaning of seller could be someone or a product which a lot of people buy (2008). the utterances such as “buy me…buy me…, sir…looking-looking is ok..” is one of the example of english variety spoken by the vendors in kuta beach, bali. as one of the tourism industry in bali, which has popular name as the god‟s island or island of the thousand temples, kuta beach bali is one of the beautiful beaches there. the beach is always crowded with domestic and foreign tourists from all around the world. it becomes one of the reasons why balinese people really love to become vendors in kuta beach bali. it means that the vendors have more opportunities in selling souvenirs or offering their services and of course they will get more money from those activities. the phenomenon of the english variety spoken by the balinese vendors in kuta beach bali above can be regarded as one of the sociolinguistics phenomenon. in which there is relationship among the society and the language. as what gumperz (1971) has observed that sociolinguistics there is a correlation between social structure and linguistic structure. he also observes any changes that occur between the social and linguistic structure. while chambers (2002) defines clearly that sociolinguistics is the study of the social uses of language, and the most productive studies in the four decades of sociolinguistics research have been produced from determining the social evaluation of linguistic variants. research finding and discussion the data in present study are mostly english utterances transcribed into sentences. these utterances of conversation between research subjects and foreigners were collected through written record and audio record, but mostly the researcher did it easily by written record. the conversation is done directly by face to face and in natural circumstances in the process of selling and buying. considering the research questions of the study, data findings are explain in terms of words, phrase structure, and sentence structure of the english variety spoken by the vendors in kuta beach, bali, and the context in which the english variety of vendors is used. to show how the meaning of the english variety spoken by the balinese vendors in kuta beach, bali, the researcher describes data findings into three categories, first, the unique utterances found as well as the semantic meanings and the pragmatic meanings. those unique utterances will be classified based on types of meaning in semantics and types of meaning in pragmatics. secondly, the researcher will explain about the structure of the vendors „utterance. the structure of the vendors‟ 60 utterances is needed to help in analyzing the meaning of it. as what hasselgård et al. (1998) mentions that the informal speech is rather different with formal writing, especially the sentence structure and sound system. related to the sound system, the researcher will analyze the pronunciation of the vendors which rather different with rp (british english) that may cause the appeal of misinterpretation and misunderstanding of the meaning. the english utterances of balinese vendors, the semantic meaning and pragmatic meaning. 1.“buy me..buy me..mam, looking-looking ,ok..” semantic meaning pragmatic meaning buy is to get something by paying money for it, me refers to the person speaking or writing. mam is us slang for a woman looking-looking is a reduplication from looking (look+ing) means see, search, seem, direction, warning, hope ok refers to agreement with something, it could be yes, right, never mind or no matter this utterance occurred in the situation when the vendor brings and offering silver jewelries to an australian woman , so the possible meaning is number 2 it‟s influenced by their national language, bahasa indonesia „melihat-lihat‟ means see according to the context in which the australian woman is permitted to see the silver jewelries never mind whether she will buy or no. buy me, buy me, mam, looking-looking, ok!” t: “no..no..” v: “i give you cheap price, please for food” ........ buy me becomes popular expression among the vendors such as a trademark or jargon in kuta beach when kuta beach becomes one of tourism area in bali. some balinese linguists (i.e. prof. artawa in japan and prof. udayana in texas when the researcher chats online in 2012) said that they did not know who brings those utterances, how and when exactly those utterances appeared in kuta beach. however, the researcher found a book in 2010 entitle buy me, new ways to get customers to choose your product and ignore the rest, written by marshal cohen, a chief industry analyst of the npd group, inc. unfortunately, in his book, he didn‟t discuss anything about buy me itself , he only discuss about the economic sector and factors influence it. in this case, in the semantic meaning buy me could be categories as connotative meaning which can be subjective or unstable. it depends very much on how an individual or society perceives a word. it is the association that we make in our mind of what these lexical items represent (leech, 1981: 12). meanwhile, those utterances in pragmatic meaning are indicated as indirect speech act because there is an ambiguity in the meaning. it occurred when male balinese vendor try to attract attention from a customer, australian female tourist, to see even though to buy his merchandiser, silver jewelries. the balinese means by using the utterances are “meliin nak tiyang abesik, cingakcingak malu, sing ken ken.” (beli barang dagangan saya satu, lihat-lihat dulu tidak apa-apa.). in this case, the 61 most suitable of the indirect meaning from those utterances are “buy something from me, mam, just seeing is never mind”. the utterance is relevance to the on going situation of trading in kuta beach, bali. unfortunately, as the time goes by, “some naughty people” in kuta beach, bali, use buy me as the literal meaning which means that they sell themselves or their body to the foreign tourists. it could be categorized as prostitution practice. it was ever uploaded in you tube on april 25th 2010 entitle cowboys in paradise bali and on may 9th 2010 entitle korean film porno bali which the location of the background of the film in kuta beach, bali. it has made a bad name in kuta beach, bali. that‟s why nowadays, rarely we heard the vendors offering their merchandises or services by using buy me. they have to find the new utterance beside buy me. the researcher found the new utterance used by some vendors is buy one, which still has an ambiguity in meaning when ordinary people heard. buy is to get something by paying money for it, one is a numeral of one. one of what is still no clear. to help the foreign tourist understand and comprehend of what they meant they show off their merchandises and using their gestures or body language to help in avoiding the misinterpretation and misunderstanding occurred along the conversation between the vendors and the foreign tourists. this expression is also influenced by their national language, bahasa indonesia, „beli satu‟, which means in basa bali „ meliin abesik‟ or „tumbasin asiki‟ (more polite) 2.“you go up, i go down” semantic meaning pragmatic meaning go up, go down refers to move higher, rise or increase go down refers to move down to a lower level or place. indirectly, people thought that it is a such movement or action of someone to go up to the higher level/place or go down move down to a lower level or place. however, this utterances occur while process of bargaining prices between v4:ok..you go up, i go down, seventy thousand t: sixty, ok ....... we do not know what exactly happened when someone said “you go up, i go down”, if we do not know the context or situation behind the occurring of the utterances. for example, we do not know you and i refer to who and whom. utterance „go up and go down‟ is seen as an action relating with stairs, go up the stairs and go down the stairs. meanwhile, as the context we know that this utterance occurred in kuta beach, bali. in the process of bargaining or negotiating in kuta beach, a vendor usually mentions the price of their merchandises or services as high as they want. it is happened because they realizes that the foreign tourists have a lot of money and they will bargain the price as low as possible. that is the reason of the occurring of the utterance go up and go down. in pragmatic meaning this indirect meaning tends to be classified 62 as metaphor in which the speaker try to express the process of bargaining the price as doing action go to the up, and go to the down stairs. in basa bali, the word go up means menek and go down means tuun, in bahasa means naik turun. you go up, i go down means “rarisan ragane menek tiang tuun” in bahasa ‘kamu naikan penawaran harga, saya turunkan penawaran harga.‟ if we often visit traditional market in indonesia we found that this utterance is a such common sense in the process of bargaining or negotiating price in the process of trading or selling in traditional market in indonesia. 3. “morning price....” semantic meaning pragmatic meaning morning refers to the part of the day from the sun rises or you wake up until the middle of the day or lunch time. morning is usually used for early time of the day in the morning, this morning etc. price refers to the amount of money for which something is sold for example the car is priced one hundred thousand morning price refers to the price in the morning or opening price. the vendor or a common seller in bali usually give a cheap price in the morning to make their merchandisers easier to be sold soon. v4: ok, morning price i give you , please choose t: .hmmm.. well this one is good (see to her friend) ...... all the vendors in kuta beach do not know how and when the expression of “morning price‟ occurred among them. most of them only copy or adopt from their senior vendors who has more working experiences as vendors in kuta beach. in the morning we usually will feel fresh with new spirit and new hope of the day. it is also happened with the vendors in kuta beach bali. they hope that their merchandisers or services will be sold soon with the highest prices as they want and they will get and bring a lot of money. as a phrase, the utterance “morning price” itself in semantic meaning has connotative meaning, in which morning price may has the connotation cheap price in the society (kuta beach, bali). this utterance in pragmatic meaning is a part of indirect speech act and classified as metaphor in which the price is equal to the price in the morning. morning itself refers to the early time of the work day. commonly most of the vendor in kuta beach, will give cheapest price to the first buyer or customer that bought their merchandises or got their services in the morning of their work day. in their belief that the money from the first buyer will attract another money from another buyer to come to them. in other words we may say that the money from the first buyer will make them lucky and get more profit for the next transaction. furthermore, they will wave the money from the first buyer to the other merchandises they have. it is meant that the other merchandises hopefully will be sold soon. they call it in basa bali “penggarus” means “penglaris‟ in bahasa. 63 discussion as one of the tourism industry in bali, kuta beach is almost crowded everyday visited by tourists from other regions in indonesia and countries all around the world. english as one of the international language is needed as the medium of communication among balinese as the local people and foreign tourists. most of the people, especially the vendors, who live surrounding kuta beach and work in tourism industry are forced to capable in speaking english. in this case, setting (kuta beach bali as tourism industry) of the society of the balinese vendors, influences the use of the english language (holmes (1992: 12), judd (1999: 162), and hymes (1972)). as what coulmas said that language use is a social phenomenon in which there is causal links between the language use and the society (1998: 5). society is any group of people who are drawn together for a certain purpose or purposes, while a language is what the members of a particular society speak (wardhaugh, 2006: 1). as what we have seen above, the researcher found some differences of the use of the english language spoken by the vendors in kuta beach bali when they interact in trading transactions with the tourists from all around the world. there is a variety occur during the conversation in which the vendors use english language with the balinese or indonesian linguistic features for examples the use of buy me, looking-looking, go up go down, big money etc. one of the reasons a simplification exist is the educational background of the vendors. most of the vendors come from village far away from kuta where the beach located such as kintamani, tabanan, karangasem, and gianyar. unfortunately, they only get formal education until elementary or yunior high school also. meanwhile, the others don‟t get formal education at all. the economy sector and their environment may influence of it. that‟s why their english is rather poor and the only way to do to learn english is copying from their friends who become vendor before them. the vendors‟ educational background, the ethnicity (balinese), and geographic origin may cause the appearing of the simplification even though the variety of the use of the english language. simply, we say that participants as social factors influence the linguistic choice (holmes (1992: 12), judd (1999: 162), and hymes (1972)). the english of the vendors is reflected in their daily activities when they interact with foreigners especially the native speakers during the process of selling or offering and transaction (the function, expected goals, ends of the communication, holmes (1992: 12), judd (1999: 162), and hymes (1972)). they make use the utterances to attract the tourists and to create familiar environments. talking about meaning, the researcher found that there is a difference among semantic meaning and pragmatic meaning. meaning itself could be different among each people. as the heart of language (riemer, 2010: 3), meaning is important to convey the message or information from the sender to the addressee. thus, we have to understand two types of meaning to understand what the speaker says by uttering a sentence. a view widely shared among linguists is that semantics and pragmatics are essential components that work together in a full description of meaning (griffiths, 2006: xi). some differences of the spoken english of the vendors in kuta beach, 64 bali with the foreign tourists may cause the appear of misinterpretation and misunderstanding in the conversations. to help their utterances to be understandable and there is no misinterpretation with the foreign tourists as their customers, they use their gesture, behave and body language in the conversation. fortunately, the native or the tourists as the buyers try understand and realise this phenomena. so far they feel comfortable and have fun with the utterances although sometimes they don‟t understand. conclusion and suggestion this final major section consists of the conclusion derived from the analysis. additionally, the researcher also contributes recommendations for the readers and the future researchers. sometimes, in the daily communication there are some difficulties to understand and interpretation of what the speaker or sender wants to convey to the addressee. the addressee has the task of trying to guess what the sender (the writer or speaker) intends to convey, and as soon as the sender‟s intention has been recognized, that‟s it – the message has been communicated. the sender‟s task is to judge what needs to be written or said to enable the addressee to recognize what the sender wants to communicate. meanwhile, considering to the fact, all the findings, which are related to research questions of the study, the researcher concludes that the english of balinese vendors in kuta beach, bali is unique. the uniqueness of their utterances are as below: 1. some phrases and sentences that they use in their utterances during they interact and communicate with the foreign tourists are different to the daily english utterances because they were inspired and influenced by their local tradition, belief and national language. 2. they tend to omit some consonants. 3. the three factors above become the reasons of the appearance of the ambiguity in the meaning. the meaning in semantics is much more different with the pragmatics. the meaning in semantics is almost the same with the meaning in the dictionary. whereas the meaning in pragmatics depends on the context of situation when the language is used. 4. to help their english function in the context of trading on the beach and less the misunderstanding and misinterpretation, they make use their gesture; their manner of speaking and their behavior during the interaction with the buyers. thus, the balinese vendors can achieve the aim of their conversation and the ideas or messages that they intend to be transferred can be understood and accepted by the foreign tourists as the buyers. 65 references bogdan, r. c. & biklen, s. k. 2006. qualitative research in education: an introduction to theory and methods. boston: allyn & bacon. chambers, j.k. & trudgill, p. 2004. dialectology. uk: cambridge university press. corbett, j. 2003. an intercultural approach to english language teaching. great britain: cromwell press ltd. crystal, d. 2008. a dictionary of linguistics and phonetics (6th ed.). oxford: blackwell. dascal, m. 1990. on the pragmatic structure of conversation in j.r. searle et.al., eds. (1990), 35 – 36. griffiths, p. 2006. introduction to english semantics and pragmatics. edinburgh: edinburgh university press ltd. halliday, m.a.k. 1989. spoken and written language. oxford: oxford university press. holmes, j. 1992. an introduction to sociolinguistics. new york: longman publishing. hymes, d. 1972. on communicative competence: extracts in j.b. pride and j. holmes (eds.). sociolinguistics. harmondsworth: penguin. pp. 269-93. kempson, r.m. 2000. semantic theory. cambridge: cambridge university press. kempson, ruth. 1986. ambiguity and the semantics–pragmatics distinction. in c. travis (ed.), meaning and interpretation, 77–103. oxford: basil blackwell. leech, g. 1981. semantics: the study of meaning 2nd ed. usa: penguin books. leech, g. 1983. principles of pragmatics. new york: longman. riemer, n. 2010. introducing semantics. new york: cambridge university press. tagliamonte, s.a. 2006. analysing sociolinguistic variation. cambridge: cambridge university press. thomas, j. 1995. meaning in interaction: an introduction to pragmatics. england: pearson education limited. wardhaugh, r. 2006. an introduction to sociolinguistics (5th ed.). victoria: blackwell publishing. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 58 need analysis in english language learning (ell) curriculum developments dedi aprianto (1) (dido_antock@rocketmail.com (1) ) stikes hamzar lombok timur abstract lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. the globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. developing curriculum should be setting out needs of students hence it must be related to the contexts. so, competitiveness as the keystone to develop the students’ needs. the development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. in the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. need analysis as part of system approach to curriculum developments in the scope of educational programs. this procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. the usage of such procedure is underlain upon the learners’ needs toward competitive world. in addition, the development and implementation of english language learning programs must be approached to the three aspects of english learning programs. these have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. thus, the general part of english language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. in turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum. keywords: curriculum development, needs analysis, curriculum approaches of language learning introduction the curriculum improvements has put its own position as the salient ways for designing the materials appropriate towards school learners. at several decades, it has taken the types of curricula for granted, in purpose of improving the effectiveness of learning outcomes. the well-established curricula’s frameworks which would have been approved are always responded in contradictory perspectives. the presence of arguable conceptions mailto:dido_antock@rocketmail.com journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 59 pertaining to the design of curriculum requires the effective conception, in order to reach what is intended in a real curriculum. thus, it said that each circle must pay attentions in terms of designing the curriculum regarding to problems and requirements of the societies. in general, curriculum development must be taken what is planned and unplanned toward a curriculum for granted. these imply that the planned curriculum embraces and categorize into the particular schools of subjects. it appears the formal and acknowledged concepts realized in the form of formal subject fields. in the other hand, unplanned curriculum is tended to the informal and hidden one. it suggests that the whole experiences and engagements possessed by learners at school areas are sometimes the most memorable one at the school terms. so, the experiences must be taken for granted, in curriculum development (doll,1996). the turn of working curriculum definition, as doll (1996) argues that as constituting the formal and informal contents and process as well which are planned in order to catch knowledge, understanding, skills, attitudes, and values is oriented to reach the minimum criterion of planned curricula. such definition should be workable towards what is planned by adjusting to the conditional properties under societal requirements. this attempted to suggest both formal aspect describing on what is learnt and informal aspect pertaining to how is learnt. thus, the two aspects of learning must be wellintegrated, in purpose of gaining the learning outcomes, such as knowledge, understanding, skills, attitudes, appreciations, and values. these curriculums must be in existence under the school’s sponsorship in terms of applying such curriculums. the curriculum is viewed as the improvable aspect which can be evaluated as well as improved. the curriculum change can be adapted towards some particular underpinnings, such as in u.s early curriculum for instance, the basic curriculum developed by england colonists between 1607 and 1733. they transplanted three major sorts of education; the church-state education, parochial education, and the private and charity education under the both education types. all types of education were brought transferred from europe, having the wellestablished mission to propagate the religious paradigm. thus, the religion dominates all the three types. as the example suggests that determining or making consideration to the curriculum, it should read upon the specific underpinnings firstlyfounding the curriculum development. contextually, there are many factors letting the curriculum needs developing, political, economic, social factors occurring quite rapidly to bring into the potential journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 60 development of the curriculum being used. the transformations and developments of era become quite flourishingly where the school learners were not prepared before. this condition may occur if the curriculum development will not be paid attention. in the new globalization, people commence to grow in many types of enterprise, as the frontier to become the urban growth, in purpose of gaining the flourishing lives. thus, these responsibilities must be anticipated in order to avoid the coming problems (doll, 1996). in this regard, in 19201970, several curriculum specialists had made the movements to focus on the problems and the requirements belong to the societies and base on the societal culture, that is, the curriculum improvement merely tends to asking about the needs of learners by identifying the relevant problems in temporary life (doll, 1996). it is intended to prepare the school pupils for professional engagements in the next professions. in addition, needs analysis is considered as the professional program launched towards many fields of subjects. thus in this paper, it will be focused on the analysis of learners’ needs in english language learning programs. needs analysis (na) as the theoretical proposition used and/or developed, in purpose of applying the english learning program and/or setting as the basis for reconstructing the curriculum. the process of curriculum development produces the most dynamic impacts towards the educational system which can enhance the quality of education. in line with the innovation toward the curriculum development, it requires the analysis of needs. it is considered as the basic assumption of curriculum development in educational system, by collecting the information of the learners’ needs (richards, 2001). the needs analysis lays the foundations of the curricular decision-making. this is based on the manifold scientific researches viewing the needs, beliefs, and attitudes to english language learning have significantly increased and it become the flourishing body of knowledge (soruc, 2012). needs assessment to english language learning is employed to make innovation the existing curricular, by collecting the information as the guidelines for making the decisions. moreover, there are three vital things which must also be considered, that is, input, process, and output. the three curriculum designs are called as forward design, that is, a strategic curriculum design referring to focusing on the syllabus design (contents), central design refers to how the teaching is carried out as well as the content is delivered, and the last, backward design, concerning to the language learning target. thus, an understanding towards the three components of curriculum design above, may provide a big picture of a successful language curriculum journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 61 design by understanding the past and the present trends and language learning curriculum (richards, 2013). needs analysis approach needs analysis as the strategic ways of language curriculum development. it emerges in 1960s as the effective ways to reflect the content of curriculum towards learners’ targets, as well as has been considered as distinct and necessary phase in planning the educational programs which is set out as the systemic approach to language curriculum innovation (richards, 2001). it is introduced and practiced to emphasize the specialized language teaching which is normally called as english for specific purposes (esp). the program of esp is based on the specialized demands for language programs, in purpose to achieve the language target pertaining to the needs, by focusing on gathering the information of language use, as the base for administrating the vocational and specialized language programs (martin, in chegeni & chegeni, 2013). periodically, the specialized language program began to grow in developing language curriculum, most of linguists attempted to focus and employ it as the procedures in administrating the language syllabus then using as the way to language teaching (richards, 2001). this program took a position as a strategic language approach in language teaching. by 1980s this developed to many parts of the world as the language teaching approach relating to the esp and vocationally language program design (brindley, in richards, 2001). taking the evaluation as well as the revision towards language program may provide the valuable inputs within the ongoing program being administrated, in purpose of developing the curriculum effectively. language needs analysis is the process of determining the learner of learners needs requiring the special linguistic priorities and the attempt to prepare and administrate the given learners’ need (richards, 2001). in one hand, the procedures of needs analysis procedures must be in accordance to phan that during 1970s, the programs of need assessment procedures in administrating the language syllabus by making the their appearances in program planning and then become widespread in language practices / language teaching (in chegeni & chegeni, 2013). in line to the administrating the curriculum that such procedures are used as the initial process of determining the specification of the learners. then the administrator attempts to explore the different syllabus elements, such as functions, notions, and lexis in more detailed manners. need analysis would be done before the syllabus is prepared for language programs. in this line, the concepts of need analysis which is based on the needsbased philosophy will suggest some journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 62 important points, in accordance with administrating the needs-based curriculum. the typical aspects in developing such curriculum must make the plans for determining the specialized needs of learners. the well-established plans are considered as the initial phase to set out the systematic frameworks, the users of needs analysis, the target population, and the procedures of needs analysis (richards, 2001). administrating the purposes of analysis according to richards (2001), the analysis of learners’ needs is intended to show the their the number of particularly different purposes which can be made as the basic consideration to arrange the curriculum. there are (a) to find what specific language skills which learners require, in order to determine what is the role of learner will be planned (b) to determine which learners from a group are mostly needed to place them in a specialized training (c) to collect detailed information about the particular problem that learners experienced (d) to determine the cultural, political, and personal characteristics of students (linse, in richards, 2001). the purposes of doing the need analysis are oriented therefore to precisely decide the specialized purposes of the learners. these could be made as the basic consideration to plan what sort of the curriculum would be developed for the language program. the analysis of learners’ needs could mostly be easy to identify what language skills the learners required, for instance. the specialized need could be identified by giving the english tasks which was carried out showing the learners’ priority. so, the details obtained can then set out as the basic consideration for arranging the language program (richards, 2001). according to linse in richards, needs are part of the learners’ rights, as linse comments; it is the school’s responsibility to take into account the cultural, political, and personal characteristics of students as the curriculum is developed in order to plan activities and objectives that are realistic and purposeful. it is not the responsibility of the school to act on the political matters, but it is the school’s responsibility to provide the equal access to school’s opportunities and to validate the experiences of all students, regardless of their political and / or cultural backgrounds (linse, in richards, 2001). in this case, the curriculum developed is oriented to support the learners’ rights in terms of identifying, for instances, social, cultural, political characteristics, as the specialized primacy of the learners. then, the purposes of learners must be executed in developing the curriculum in form of realistic and purposeful activities. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 63 in other cases, many schools programmed the compulsory subject administrated in the present curriculum, but the learners did not perceive the immediate needs towards the planned subject. it is mostly planed by the curriculum planners by consulting with the employers, parents, teachers to find out what knowledge the learners expect. this way was not reflectively oriented to the learners because the learners as the subjects of curriculum. thus, the needs analysis must be considered as the instrument to identify the learners’ perceived needs, present needs, and potential needs. in addition, focusing on the definition of needs are described as the linguistic deficiencies, that is, describing on the difference of what learners presently can do with what the learners should be able to do in the language program (richards, 2001). this is shows that the needs must pursue the objective reality, in turn can be analyzed and identified the basis for determining the learners’ needs. the users of needs analysis the needs analysis users have focused program priorities in developing the language curriculum to help, evaluate, revise the existing english curriculum at lower secondary or upper secondary schools. these are some users of needs analysis, as in: a. ministry of elementary and secondary educations and culture to evaluate the adequacy of existing syllabus, curriculum, and materials b. teachers who will teach from the new curriculum c. testing personals; who are involved in developing the end of school assessment d. the staffs of tertiary institutions, interested in knowing what the expected level of learners at the existing school and the problems the learners face. e. learners who will be taught from the curriculum f. writers who prepares for writing the new textbooks. as the users of needs analysis program, it can be conducted in small-scale needs analysis and largescale needs analysis. the small-scale may be conducted by a single teacher by having various types of audiences; other teachers and the program coordinators. whereas, the large-scale consists of multiple audiences. the target population the target population refers to the people whom the information will be collected. according to richards (2001), that the target population in needs analysis program may be the journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 64 language learners or the potential language learners, and the others can also be included to target population if populations depend on whether they can provide the information pertaining to the purposes of needs analysis. so, they are: (1) policy makers (2) ministry of education officials (3) teachers (4) learners (5) academics (6) employers (7) vocational training specialists (8) parents (9) influential individuals and pressure groups (10) academic specialists (11) community agencies manifold types of details obtained from various target populations. each of them night provide different information towards the objects in needs analysis. the systematic procedures of need analysis many types of procedure which can be used in applying the needs analysis towards existing curriculum, by collecting the information needed. the collection of details is dependent on the type of selected procedures in analysis. using more than one sources being a basis for needs analysis can be considered because the single source might provide the incomplete details. it is so-called as a triangular approach to obtain the needed information (richards, 2001). here describes there are some particular procedures of obtaining the relevant information, by using (1) questionnaire (2) self-ratings (3) interviews (4) meetings (5) observations (6) collecting learners language samples (7) task analysis (8) case studies (9) analysis of available information curriculum approaches in ell the implementation of language program results the mismatching expectation towards what curriculum administrators planned before, because they focused only on one approach. the curriculum approaches meant, that is, forward, central, and backward designs. these three approaches could be developed in different ways and affect to the language curriculum in different implications too. the causes of poor impacts of language learning program that it is caused by different perspectives in focusing on the existing curriculum; some are focusing on syllabus design, some are focusing on the methodology or particular trends of language program, and some are focusing on the learning target. in purpose of developing a national syllabus, here are described in different ways which have different functions to develop the contents of curriculum (richards, 2013) forward, central, and backward design of curriculum in this case, the three terms might have been transformed as input, process, and product. input refers to the linguistic contents in the subjects being programmed by the school. logically, a teacher must journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 65 prepare what type of subject should be taught. the contents have been selected and organized as the teachable and learnable units as well as arranged in a rationale sequences. once the input has been determined, the methodologies, the developments of language learning, and the materials served must follow up into the process domain (richards, 2010). a process tends to the implementation of language trends or methodologies which describe how the language learning is conducted. learning methodology encompasses the types of learning activities, learning procedures, and techniques of learning, and the principles underlying the design of learning activities, learning resources, and exercises in the textbook. such principles suggest on the nature of second language learning, the roles of teachers, students, instructional materials, and as the well-established ideas of language curriculum developments. the last, output refers to the outcomes of language learning. the learning product is achieved and experienced in a particular period. the target to reach the proficiency in language program, the ability to engage in specific uses of language at a certain level of skills, or the ability to participate effectively in certain communicative activities. language teaching since the late nineteenth century has seen a change in the intended outputs of learning from knowledge-based to performancebased outputs. hence while in europe in the nineteenth century, foreign language learning was often promoted because of the mental discipline and intellectual development it was believed to develop in learners, in the twentieth century languages were taught for more practical goals. in simple form the dimension of curriculum and their relationship can be represented as follows: figure 1: the dimension of language curriculum conventional practice tends to assume that decisions relating to input, process and output occur in sequence, each one dependent on what preceded it. curriculum development from this perspective starts with a first stage focus on input, when decisions about content and syllabus process outputs input methodology outcomes journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 66 syllabus are made; moves on to a second stage focus on methodology, when the syllabus is enacted, and then leads to a final-stage of consideration of output, when means are used to measure how effectively what has been taught has been learned. however this view of the curriculum does not in fact reflect how language teaching has always been understood, theorized, and practiced in recent times. much debate and discussion about effective approaches to language teaching can be better understood by recognizing how differences in the starting points of curriculum development have different implications and applications in language teaching. this leads to the distinction i wish to make between forward design, central design, and backward design. forward design means developing a curriculum through moving from input, to process, and to output. central design means starting with process and deriving input and output from classroom methodology. backward design as the name implies, starts from output and then deals with issues relating to process and input. the three different processes of curriculum development can thus be represented in simple form as follows: figure 2: the forward design figure 3: the central design figure 4: the backward design the accordance of backward design to needs analysis in this case, the objective of learning or the backward design in language curriculum can properly be considered to make the decision making. it is supported by tyler’s work had a considerable impact on process content outcome outcome content process content process outcome journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 67 curriculum planning and helped establish the use of objectives as planning units in instructional design. an objectives-based approach reflects the essential assumptions of backward design (in richards, 2013). as tyler put it: “educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed, and tests and examinations are prepared. the purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives” (1949: 45) from the 1950s, educating teachers in how to describe learning outcomes in the form of objectives became a minor industry, and since then generations of teachers have been taught to write objectives that fulfilled criteria such as (1) they describe the aims of a course in terms of smaller units of learning. (2) they provide the basis for the organization of teaching activities. (3) they describe learning in terms of observable behavior or performance. critics of the use of objectives in curriculum planning argued that they are linked to an efficiency view of education, that is, one based on the assumption that the most efficient means to an end is justified, that they run the danger of turning teaching into a technical and almost mechanical exercise of converting statement of needs into objectives, and that in the process the broader goals of teaching and learning to provide meaningful and worthwhile learning experiences are forgotten. as we noted above, teachers tend not to start planning instruction around outcomes but often focus their planning on classroom activities, i.e. central design. however, the use of classroom activities and processes as the starting point in instructional planning is strongly criticized by wiggins and mc tighe in richards (2013), who argue for starting with a clear description of learning outcomes as the basis for curriculum planning. in backward design they recommend that three steps are required: (1) identify desired results. (2) determine acceptable evidence of learning. (3) plan learning experiences and instruction. the planning process begins with a clear understanding of the ends in mind. it explicitly rejects as a starting point the process or activityoriented curriculum in which participation in activities and processes is primary. it does not imply any particular pedagogical approach or instructional theory or philosophy. a variety of teaching strategies can be employed to achieve the desired goals but teaching methods cannot be chosen until the desired outcomes have been specified. from this perspective many of the central design methods or activity-oriented approaches journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 68 discussed above fail to meet the criterion of good instructional design. in language teaching a number of curriculum approaches and procedures have been advocated that reflect the principles of backward design, that is, needs analysis. it identifies the learning outcomes or objectives is often seen to depend upon a systematic analysis of the learners’ communicative needs, and emerged in the 1960s as part of the systems approach to curriculum development an aspect of the prevalent philosophy of educational accountability from which the use of objectives was also derived (stufflebeam et al., in richards, 2013). the need for convincing precision in educational needs assessment was also reinforced during this period by the behavioral objectives movement in educational planning which insisted on specifying in measurable form all goals of importance in an educational system. the emphasis on precision and accountability clearly influenced the appearance of needs assessment as a form of educational technology and its diversification into a collection of educational research methodologies (berwick, in richards, 2013). needs analysis is part of the process by which aims and objectives are determined, by identifying learner’s communicative needs, developing statements of learning objectives, identifying linguistic content and skills needed to attain the objectives, preparing course plans, selecting materials and teaching methods conclusion the development and implementation of language curriculum must be in accordance with learners’ needs. the strategic way to develop as well as innovate the schools’ curriculum, that is, needs analysis. it is developed in order to orient the learners to what they expect in their welfare. fortunately, this curriculum approach can be utilized as way to give the solutions towards national design curriculum problems. taking the evaluation as well as innovation to the existing curriculum might yield the valuable impacts in curriculum development. in addition, the development of needs-based curriculum must be associated with the other aspects of curriculum developments. there are three aspects of curriculum developments, that is, forward aspect, central aspect, and backward aspect. in turn, the three curriculum designs must interconnect one other, so that they may have the targeted outcome planned at the beginning. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 69 references doll, ronald c. (1996). curriculum improvement (ninth edi). new york: allyn and bacon. chegeni, nastaran., & chegeni, nasrin. (2013). language curriculum development and importance of needs analysis. department of english, islamic azad university, iran. elt voices-india. 3 (4), 1-13. richards, jack c. (2013). curriculum approaches in language teachin ; forward, central, and backward design. the university of sydney, australia. relc journal. 44 (1), 5-33 richards, jack c. (2001). curriculum development in language teaching. new york: cambridge university pres soruc, adem. (2012). the role of needs analysis in language program renewal process. faculty of education, yeditepe university, istambul, turkey. mevlana international journal of education (mije). journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2349 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.41-50 41 improving students’ motivation and speaking competence by using think-pair-share strategy ahmad hanan 1) , hera aulia budiarti 2) fpbs ikip mataram ahmadhanan@ikipmataram.ac.id 1) , herabudiarti@gmail.com 2) abstract this research was aimed at describing whether or not think-pair-share strategy is able to improve the students’ motivation and speaking competence. the research was a classroom action research. the data collected through qualitative and quantitative ways. the instruments used by the researcher were speaking test, observation sheet and questionnaire. the finding of the research showed that the strategy can improve the students’ motivation and speaking competence. the improvement can be seen from the result of note taking and observation sheet. in cycle one there were 20 out of 30 students improved their motivation which was also supported by questionnaire result of 84%. in cycle two the result of note taking and observation sheet showed that there were 25 out of 30 students improved their motivation which was also supported by questionnaire result of 91%. the mean score of the students also showed an improvement, from 63, 53 on first cycle to 84 on the second cycle. so, it could be concluded that using think-pair-share strategy was able to improve the students’ motivation and speaking competence. keywords: think-pair-share strategy, students’ motivation, speaking competence introduction speaking skill is the most important skill that should be mastered by english learners. it is a communication process or the action of conveying information or expressing feelings, which build the meaning. therefore, it is one of important skills for human life to express idea, emotion, and what they want to say, that can be directly observed. besides, speaking has commonly happened because there is a feedback or interaction between two persons or more. in general, speaking done verbally and it can be understood by both the speaker and interlocutor. in teaching and learning speaking, the students need to have the spirit to be able to asking and giving opinion and shall have an active interaction in the class. when teacher sometime asked the students to give some arguments about what they got from the material and shared their result in front of class. but sometimes students are afraid to convey their opinions; they still said their opinion in whisper. so, to ease the students in conveying their opinion and to be brave in asking and answering question, the students need motivation to help them to be more active in learning speaking. according to brown (2003: 168), motivation is yet another effective variable to consider, but one that is so central and with research foundations that were so pervasive that deserves a separate category here. in addition, motivation is a thing to know the successful or failure when we do something in specific purpose. someone mailto:ahmadhanan@ikipmataram.ac.id1) mailto:herabudiarti@gmail.com2 42 does not has energized to reach goals, means that they do not have motivation. because of doing not have motivation will affect students’ speaking. consider, but one that is so central and with research foundations that were so pervasive that deserved a separate category. based on pre-observation at smp alashriyah gunungsari in second year, the researcher discovered some problems in the process of learning related to speaking and motivations. the first problems dealing with speaking are grammar, vocabulary, comprehension, fluency, and pronunciation. another problem that the researcher found dealing with motivation, as follow: the condition of students who were shy to deliver their opinions in english, they expressed their opinions in a whisper, and they did not raise their hands and waited until the teacher called his/her name. based on the problems above, the researcher will be offered a solution to solve the problem by proposing thinkpair-share strategy which the researcher believed can improve the students’ motivation and speaking competence. the researcher chose the strategy because, the researcher was interested in motivating the students to learn english language, particularly in speaking skill, for students to speak or express opinions in front of the class it was not already. they will feel ashamed and afraid to speak. therefore, the researcher suggested using think-pairshare strategy. think-pair-share strategy is a way of learning, where the teacher asks the students to do the tasks in pairs, and then they will do the task, thinking together in solving the problems and summarize it in the written forms. the students have time to think and then share their ideas with their friends in pairs. bobette (2010: 06). this strategy was one type of cooperative learning in which students will discuss in pairs, by using this strategy students can be motivated to speak, exchange ideas, and be bolder in expressing opinions in discussing the tasks assigned by the teacher. review of literature speaking according to brown (2003: 140), speaking is a productive skill that can be directly and empirically observed, effectiveness of testtakers, listening skills which necessarily compromises the reliability and validity of oral production. form and meaning were dependent on the context in which it occurs, including participants themselves, their experiences, the physical environment, and the purposes for speaking. speaking is the way how to express our ideas, opinions and also to make our interlocutors understand what we want to say and get the point of the conversation. think-pair-share according to bobette (2010: 06), think-pair-share is a way of learning where the teacher asks the students to do the tasks in pairs, and then they will do the task, thinking together in solving the problems and summarize it in the written forms. the students have time to think and then share their ideas with their friends in pairs. based on the explanation above, this research specifies in teaching speaking by using think-pair-share. motivation according to doan (2011: 205). motivation is one of the main factors affecting the success or failure of students in foreign language learning. according to brown, (2003: 168), motivation is yet another effective variable to consider, but 43 one that is so central and with research foundations that were so pervasive that deserves a separate category here. in addition, motivation is a thing to know the successful or failure when we do something in specific purpose. in language learning, especially in speaking in front of the class was not easy. therefore, motivation is needed in learning to build students' interests and self-confidence. with motivation, students will get the urge to be more courageous to speak and express opinions. student anxiety and shame or fear to speak in front of the class can be overcome because of motivation in learning. research method in this study, the researcher applied classroom action research (car) that was systematic inquiry with the goal of in forming practice in particular situation. meaning that classroom action research (car) is a way to discover what works best in their own classroom situation, thus allowing informed decision about teaching. classroom action research (car) appears because there is a problem that must be solved. car is an application of fact-finding to practical problem-solving in a social situation with a view to improving the quality of action within it. classroom action research (car) is a process of systematic reflection. in this phase is to reflect or review everything which has been done within the action. in other words, reflection is intended to see the success or failure of what had not been achieved in the previous action or during the action. this study used quantitative and qualitative approach to get the data. quantitative data was data that could be measured numerically, things that could be measure precisely. quantitative data obtained by giving test. the quantitative data analysis used to know elicit performance from learners with the purpose of measuring their attainment of specified criteria. qualitative data was included virtually any information that can be captured this was not numerical in research. in this study, qualitative data was collecting the information direct from the object of the research. therefore, this study needed to analyze the data which was suitable for the purpose of the research. in order to get a precise description, qualitative data obtained by using questionnaire. louis et al (2007: 297) stated that classroom action research is a powerful tool to improve and change at the local level. in this study, the researcher will conduct the collaborative research in which the teacher as an implementer and researcher as an observer. the role of implementation which convey the strategy that has been prepared; the implementer controlled the class during die teachinglearning process. the failure or success of the strategy depends on how the implementer conveys the strategy. the researcher as the observer; the role of the observer was to observe the teachinglearning process whether there was any weakness or not during the teachinglearning process. the observer suggested an evaluation to solve the problem that might arise. this research was collaboration action research between the teacher and the researcher. a model of classroom action research used in this study was model of action research that has been developed by stephen kemmis, each cycle has four steps: plan, act, observe, and reflect. 44 procedures of the research the research conducted by the following steps: a. preliminary study this step used to get the information about model of teaching and learning process at smp alashriyah gunungsari. the researcher found out some problems that still faced by the students in learning speaking which are related to students’ motivation and speaking competence. 1. planning in this phase, the researcher made some preparation before implementing the study. those preparations are as follow: the researcher took note on the students’ speaking performance during teaching and learning process to know the students speaking achievement. a. the researcher used the questionnaire to know the students’ motivation. the questionnaire consists of 15 items of questions. b. the method of teaching and learning used in this study was describing a picture. c. there were 4 meetings in this study. the researcher delivered the teaching material by using think-pair-share strategy from the first until the third meetings. on the last day, the researcher gave questionnaire to know the students’ motivation after teaching them using think-pairshare strategy. d. the next step was making lesson plan. k13 curriculum used by the researcher in designing lesson plan. the lesson plan covered the following items: standard competence, basic competence, indicators, and the purpose of teaching, teaching method, steps of the method, learning sources, and assessment. 2. implementing the action in this step, the researcher implemented think-pair-share strategy in teaching speaking at first grade student of smp al-ashriyah gunungsari in academic year 2018/2019. in implementing the think-pair-share teaching strategy, the researcher as the facilitator and observer provided the lesson plan during the existing teacher taught using think-pair-share strategy during the instructional process. it was conducted base on the schedule. 3. observing observer (researcher) took note during the teaching and learning activities. the object observed includes students and teacher activities, the evaluation was done by giving a test to the students. a. in the observation sheet for students activities in the classroom during the teaching and learning process; the observer gave sign yes to indicate if think-pair-share strategy procedure and no otherwise, such as in preactivity, main activity, and post activity. b. observation sheet for the teacher activities during the implementation of think-pairshare strategy by giving sign 45 yes to indicate if it meets the think-pair-share strategy procedure and no otherwise, such as in pre-activity, main activity, and post activity. 4. reflecting reflection is an activity of expressing teacher’s experience as the self-evaluation. this is the last steps in this cycle to get the result of the observation, to see the progress and improvement of using the think-pair-share teaching strategy. instruments of the study the researcher will apply three kinds of instrument (1) speaking test, (2) observation, and (3) questionnaire. 1. speaking test in finding out whether thinkpair-share strategy able to improve students’ motivation and speaking competence, the researcher gave oral test as an instrument for this study. the kinds of oral test used by the researcher gave some pictures to the student like fruits, building, figure of cleric, an actress, and the student described the picture according to the title they chose and then researcher recorded the performance student to know speaking ability of students. 2. observation sheet the researcher conducted the observation to know the situation and the behavior between teacher and student activities that happened in the classroom (class situation). a. teacher’s activities the observer saw the teacher’s practice, in delivering the teaching material and another supporting teaching material using think pair share. b. student’s activities the observer saw the weaknesses, interest, and ability of the students. 3. questionnaire questionnaire was a technique of collecting data by giving some question to the respondent to answer (sugiyono, 2016: 199). data was taken from the questionnaire based on students’ need, interest, agree and disagree, like and dislike about teaching and learning process. the questionnaire was given to the students right after the final test to see how the students’ feeling during teachinglearning process. the questionnaire consists of 15 questions to see the response of students’ motivation after teaching speaking by applying thinkpair-share strategy. the answer categories of the questionnaire were; sangat tidak setuju, tidak setuju, netral, setuju, sangat setuju. the criteria of students classification developed based on score adapted from sugiono (2016: 135-136). finding and discussion research finding in cycle one 1. in the first meeting (march 2 th , 2019) in the first meeting, the teacher implemented the teaching-learning process based on the lesson plan. the teacher greets to the students. the students’ response the teacher greets and then, the teacher checked the student’s attendance and the students’ condition. the teacher introduced the collaborator (researcher), the teacher asked the students to pay attention and not to make noise during teaching-learning process. then the 46 teacher explains the material about describing picture, where the teacher showed a picture of some objects to students. then the teacher asked the students to give their opinion about the picture. the teacher asked the students to make group in pair. the teacher allocated 15 minutes to discuss the task. the students discussed the topic with their groups. besides that, the teacher gave them instruction or some example on how to describe a picture. there were some students that always talk to each other without paying attention to the teacher’s explanation, they were: aw, br, bz, hl, and il. the leader of the class warned his classmate not to make noise and pay attention to the teacher’s explanation by uttering “guys attention please!” not only had the leader of the class but also the teacher also warned them. at the end of the class, the teacher closed the lesson. 2. the second meeting (march 23 th , 2019) the teacher invited every member in the groups to present their group assignment. then, the teacher explained the procedures on how to present the result of their discussion. the first indicator was pronunciation, in this indicator, the observer found out that they still had difficulty in pronouncing the words in the sentences some of students talked to each other and made the classroom noisy during the speaking performance. the second indicator was grammar, the students got difficulty in constructing the sentences; students that lack in speaking also found it hard to finish the task, although the teacher had given them an opportunity to convey their opinion or suggestion but they keep silent and point at each other and some groups were not prepared to do the presentation. one of the students namely mau had significant improvement on her speaking skill, particularly her grammar during the learning process; she had shown her confidence to her group when she presented the result of discussion in front of the class. she also gave some suggestions or comment in conveying her ideas. the third indicator was vocabulary, the students did not express their opinion because they still lack of vocabulary, it was seen when the teacher asked them to present their assignment. at the end of the class, the teacher gave the students homework on making physical description of their group. the teacher closed the lesson. 3. the third meeting (march 27 th , 2019) in this meeting, the teacher invited every member in the groups to present their task that has been given by the teacher last week. the students that lack in speaking at this meeting still ignore and did not pay attention to the topic; they followed the learning process without participating in teaching and learning process. the fourth indicator was fluency. some students were not able to speak fluently because they felt nervous and afraid to make a mistake. the fifth indicators were comprehension. some students were able to understand the question given by the teacher during teaching-learning process. the students that lack in speaking were not confidence to do the task, for instance when the teacher gave a quiz, the students that lack in speaking still keep silent and did not answer the questions. some students still shy and nearly whisper in uttering their opinion. 4. fourth meeting (april 6 th , 2019) 47 in the last meeting, the teacher explained the teaching material clearly and also made the students enjoyable to learn. the teacher clarified the students’ presentation and students’ argument. the first indicators were pronunciation; the students that lack in pronunciation had shown their boredom during the teachers’ explanation, such as one student namely ra just scribbling the paper and ignored the teachers’ explanation. the second indicator was grammar; some students that lack in grammar just kept silent and did not pay attention to the teacher’s explanation. the third indicator was vocabulary; some students that still lack in vocabulary kept silent and did not pay attention to the teacher’s explanation. however, some students that good at speaking had shown their persistent, such as; ha, fpa, iwl, ai and mauconsult the teacher about their difficulties. the teacher made conclusion about the material though some students understand. after that, the students made conclusion about the material with the teacher. at the end, the teacher greeted to the students and closed the lesson. reflection in this stage, the researcher evaluated based on the data collected from students’ speaking score and students’ motivation. the result of counting the data, students’ speaking score in first cycle had shown that the implementation of thinkpair-share strategy did not meet the satisfactory result, which the mean score of students speaking performance was 65, 53. the highest score was 80 and the lowest score was 48. in addition, the students’ mean score did not achieve minimum completeness criteria yet of 65. and the result of students’ motivation questionnaire showed that the implementation of thinkpair-share strategy has met the satisfactory result in improving students’ motivation. based on the result of students’ motivation questionnaire was 84% with very good criteria. research finding in cycle two the result of cycle one did not meet the criteria of success, because the teacher good in giving students motivation in learning process even the speaking score of students still not exceeded the minimum completeness criteria. the students learning interest effected with their motivation, if the teacher not enough motivated students, they would not interest to do something or pay attention with their activities, they just follow the procedure of learning process without feel interest and finish their task. so there were some revision should be made to overcome the problems. 1. first meeting april 10 th , 2019 the teacher explained the material about “how to describe a picture”, during the explanation the teacher was able to control the students. afterward, the teacher gave the picture to each group and asked them to discuss the picture in their own group in twenty minutes. the first indicator was pronunciation, the students with lack in speaking such as; e, ha, fpa, ra, nst, and iwl, were paid attention to the topic and did their task. some students seemed bored and did not interest in studying to finish their task. the second indicator was grammar; the students increased their grammatical in arranging the sentences. in this meeting, some students lack in speaking were confidence to encourage delivering the opinion since the picture was familiar with other students. there were some students 48 did not participate much, such as; qk, ra, asn, e, and rm. they still silent during the teaching-learning process. the third indicator was vocabulary; the students in this meeting were able to deliver their opinion and the students’ confidence when they were showed their opinion and suggestions. 2. second meeting april 13 th , 2019. the teacher in this meeting invited students to present their assignments in front of the class. two groups (mau, hf, nc, and bda) had presented their assignments. the first indicator was pronunciation; the students in good spelling they were able to deliver their opinion and they were not difficult to utter the word in sentence. the second indicator was grammar; the students presented their assignment with good grammatical and their sentence meaningful. most of them conveyed their opinion and suggestion in confidence when they delivered their opinions and suggestions they were active in giving questions to the groups' presentation. the third indicator was vocabulary; some students able to describe the picture or giving their opinion with sufficient vocabulary. 3. third meeting april 20 th , 2019. the teacher invited two groups to present their assignment. in this meeting, the situation of the class was under controlled by the teacher. there were some students who always talked to teach others in the classroom, such as; qk, ra, asn, e, and rm. but, there were two students always showed their boredom and slept in the classroom, they were nst and aw. during the quiz, some students were enthusiastic and tried to get the point in every question. in this meeting, the students kept trying to give the correct answer and never give up trying until they found the correct one. other students tried to answer the questions even it was difficult questions. the students interested to answer the questions because of the teacher announced that there was one group would be the winner and would get the reward. because this was last meeting, the teacher conveyed the material clearly and gave the suggestions to the students during explaining the material. after explaining the material, the teacher asked the students to fill the questionnaire honestly based on the instruction of the questionnaire. at the end of the class, the teacher greeted to the students and said thank you and the teacher closed the lesson. reflection in this stage, the researcher evaluated based on the data collected from students’ speaking score and students’ motivation. the result of counting the data, students’ speaking score in second cycle had shown that the implementation of think-pair-share strategy had met the satisfactory result, which the mean score of students speaking performance was78, 26. the highest score was 84 and the lowest score was 68. in addition, the students’ mean score achieved the minimum completeness criteria of 65. and the result of students’ motivation questionnaire showed that the implementation of thinkpair-share strategy has met the satisfactory result in improving students’ motivation. based on the result of students’ motivation questionnaire was 91% with excellent criteria. discussion based on the findings of the research, think-pair-share strategy enhances 49 students’ motivation and speaking competence. it was proven by students’ mean score and the total percentage of students learning activity that increased in every meeting during teaching and learning process. in conducting the teaching and learning process on the first cycle, the researcher found out that 20 students still seemed confused and got difficult to work with their task and did not pay attention to the teacher’s explanation. moreover, the result of the students’ mean score on the first cycle did not reach the minimum completeness criteria. therefore, the researcher and the collaborator decided to conduct the second cycle. on the second cycle, teachinglearning activities were getting better than the first cycle. the students involved actively in teaching-learning process and paid attention to the teacher’s explanation. they seemed likely more enthusiastic and interactive to work on their tasks by using think-pair-share strategy and they followed every instruction from the teacher. in cycle two the students’ performance was getting better comparing to the first cycle. it was also supported by the result of questionnaire and speaking test in cycle two. the result of questionnaire showed 84% of students achieved the minimum completeness criteria and the average result of speaking test was 76.66 % means that the students exceeded the maximum score of minimum completeness criteria of 65%. hence, the result of cycle one and two showed that the think-pair-share strategy could enhance students’ motivation and speaking competence after implementing the thinkpair-share strategy in teaching and learning process. in addition, the think-pair-share strategy not only enhance students’ motivation and speaking competence but also teach students how to solve problem by working together and reasoning with each other. conclusion and suggestion after analyzing the data, the researcher came to conclusion that the implementation of think-pair-share strategy was able to improve students’ motivation and speaking competence at the first grade students of smp alasriyah gunungsari in academic year 2018/2019. the students’ motivation and speaking competence weregetting increased after implementing the think-pair-share strategy. it was supported by the result of students’ motivation questionnaire and speaking test. the result of students’ motivation questionnaire was 84%, it exceeded the minimum completeness criteria and the average result of speaking test was 30% and it did not exceed the criteria of success score. so, the result of cycle one did not meet the minimum completeness criteria of 65%. meanwhile, on cycle two the result of students’ motivation questionnaire was 90%, it exceeded the minimum completeness criteria and the result of speaking test was 80% it exceeded the minimum completeness criteria. .both students’ motivation and speaking competence were increased. in conclusion, after the teacher implementing think-pairshare strategy, the students’ motivation and speaking competence were increased. by implementing think-pair-share strategy the students were able to show courage and confidence in speaking and also getting motivated. it encouraged the students to share their ideas with their class 50 mates and working together to solve any problems in pairs. based on the research finding of think-pair-share strategy was able to improve students’ motivation and speaking competence. this strategy could be an alternative to overcome the students’ problem. therefore, the researcher would like to contribute some suggestions for the reader, especially: 1. for the teacher think-pair-share strategy would be helpful to students’ motivation and speaking competence; hence the teacher is suggested to use think-pair-share strategy in the future. 2. for the school the principle of smp al-ashriyah gunungsari shall consider this strategy to be applied by another teacher with another subject not only english teacher. 3. for the next researcher this study would be useful for the researcher as the references in conducting similar research in the next future. references bobette m. morgan, ed d. (2010). cooperative learning effectiveness with undergraduate hispanic students. texas, san benito. brown, h. d. (2003). language assessment principles and classroom practice, san francisco: longman. ______________. (2007). principles of language learning and teaching fifth edition. pearson education, 10 bank street, white plains, ny 10606. imran, fathurrahman. (2015). penelitian experiment.unpublished. ikip mataram. kemmis, s., & me taggart. (1998). the action research planner. victoria: deakin university. knight, jim. (2009). cooperative learning. instructional coaching group: kansas g. mtd book. (2013). personal confidence and motivation: first edition. uk. purwanto. (2013). prinsip-prinsip dan teknik evaluasi pengajaran. bandung. pt. remaja rosdakarya. sugiyono. (2016). metode penelitian pendidikan. bandung: alpabeta. _________. (2017). statistika untuk penelitian. bandung: alpabeta . journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2298 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.57-64 57 developing students’ speaking ability through story completion waode hamsia faculty of teacher training and education, university of muhammadiyah surabaya hamsiawaode@yahoo.com abstract speaking is a main tool of communication to others. many people are difficult to speak english. it is caused by some factors such as need of information, less frequent of practice, low self-confidence, and so on. this research aimed to describe developing students’ speaking ability through story completion. story completion is very enjoyable in freespeaking activity where students sit in a circle (kayi, 2006). there are three objectives of the research were to describe: (1) to describe the implementation of story completion in teaching speaking. (2) to describe the improvement of speaking skill for students after being given story completion. (3) to describe the students’ response to the implementation of story completion. descriptive qualitative was applied as the method of the research while the observation was conducted to obtain the data to answer the first research about how are the implementation of story completion. the result showed that the technique of story completion was successfully implemented to improve the students’ speaking skill. the technique can make students to encourage themselves to speak up. they have to be brave and have enough self-confident when they want to talk something. keywords: teaching, speaking ability, story completion introduction nowdays, speaking mostly relates to use that language in communication. the frequency of using the language determines the success in speaking skill. in other words, without practicing, it will be difficult to speak english fluently. one of languages that are english has become the important language of communication. it is used by all people in all over world which have different languages. people use it for communication in many fields of activity such as campus, business, sports, tourism, transportation, international relation etc. therefore, english is very important to learn. this is because of situation globalization era, which is very competitive. the students are expected to master four language skills: listening, speaking, reading, and writing. one of the skills that are speaking skills. the skill seems intuitively the most important one. (richard and renandya, 2002: 210)” speaking is one of the central elements of communication”. communication takes oral, written and gesture form. it must be acknowledged that the most often used in communication is oral form of speaking. communication will not be running well without speaking and it is essential way in which the speakers can express themselves through the language. it can be monologs, speeches, telling the story, short conversation or reading aloud. a teacher should prepare themselves to make the students more active in the classroom. the teacher needs to know how to make the students speak in the classroom. in order to reach it, the teacher needs to use one of techniques in teaching process that is story completion. besides, the teacher must give mailto:hamsiawaode@yahoo.com 58 a clear direction in every activity and concern to the students more. this research is about developing students’ speaking ability through story completion for the first semester of english club. when teaching english, the researcher found out that mostly students faced problem in learning speaking. the students are not interested in learning speaking english as the foreign language especially in grammar, fluency, pronunciation aspects and cultural background of the language. during speaking activity was conducted, they mostly not interested and not confident to speak up. furthermore, students had never been given chance to express their skill to speak. it made the students passive in speaking activity. therefore, the researcher provides the technique to ease students in expressing their speaking activity that is story completion. in the implementation of this technique, the researcher hopes the students are able to express their story completion of a story. speaking, especially in a foreign language, is a very necessary activity for all ages of learners. it is expected to understand with other people using a foreign language. the learners need to find the most appropriate word and also the correct grammar to convey meaning precisely and accurately. it is also important to organize the discourse so that the interlocutor understand what the speaker says (cameron, 2001: 41). moreover according to (richard and renandya, 2002: 204) “learning to speak a foreign language requires more than knowing its grammatical and semantic rules”. in addition, (cameron, 2001: 40) “speaking is the active use of language to express meanings so that other people can make sense of them”. it means that speaking consists of producing systematic verbal utterances to convey meaning which makes other people know. according to linse and nunan, (2005: 47) in students language development, speaking is one of the important aspects. it means that the students should master the aspects of speaking such as grammar, vocabulary, pronunciation, and fluency. teaching speaking according to kyl in activities to promote speaking in a first language(http//:iteslj.org/teaching/kylteachingspeaking.html) is to teach english language learners to produce the english speech sounds and sound patterns,use word and sentence stress, intonation patterns and the rhythm of the first language, select appropriate words and sentences according to the proper social setting, audience, situation and subject matter, organize their thoughts in a meaningful and logical sequence, use language as a means of expressing values and judgments and use the language quickly and confidently with few unnatural pauses, which is called as fluency. richard and renandya (2002: 201) said that a large percentage of the world’s language learners study english in order to develop proficiency in speaking. based on the statement, in the ability to speak the first language is very complicated. if we don’t understand the nature of what is usual seems to be involved. harmer declares that there are three reasons for getting students to speak in the classroom: a) speaking activities in the classroom to provide a chance to practice speaking real life, b) speaking tasks are students trying to use some of the languages they know and provide feedback for teacher and students’. serves to determine how well the speech and what that language problem experienced, c) in 59 speaking, students have opportunities to activate the elements of language they have saved in their mind. so automatically without aware, they can use word and phrases smoothly (harmer, 2007:87) the goal of teaching speaking is to make an interactive communication. it means learners are expected to make themselves understood in their capacity as a whole. they also avoid confusion in the message because of incorrect pronunciation, grammar or vocabulary, and to observe the social and cultural rules that apply in each communication situation. brown, (2001: 271-272) assume six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom. those are (a) imitative that is the point of this category is to focus master certain language forms. (b) intensive that is the point of this type is focusing on the practice of some phonological or grammatical aspect language. it is kind of speaking performance which is designed. (c) responsive that is a good deal of student speech in the classroom is responsive; short replies to teacher or student-initiated questions or comments. (d) transactional (dialogue) that is an extended form of responsive language or carried out for the purpose of conveying exchanging specific information. (e) interpersonal (dialogue) that carried out more for the purpose of maintaining social relationship than transmission of facts and information. (f) extensive (monologue) that is the point of this type is students at intermediate to advanced levels are called on to give extended monologues such as in the form of oral reports, summaries, or perhaps short speeches. each category above can be implemented based on the students’ level and students’ ability. here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of language, responsive can stimulate students’ in speaking, transactional to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive is to practice in the form of oral report, summaries, or perhaps in short speeches. the role of teacher during speaking activities is varied. they can be a prompter, a participant, or a feedback provider as viewed by harmer (2007: 347 – 348), as follows: as a prompter means that the teacher role as a prompter to gives an assistance or critics students’ face problems during speaking activities, as participants means that have to participate in discussions of students and become a good animator to produce language, as feedback provider means that the teacher to give some feedback when students’ are in the middle of speaking task, overcorrection may inhibit them and take the communicativeness out of the activity. on the other hand, it can decreases misunderstanding and hesitation. story completion is very enjoyable in free-speaking activity where students’sit in a circle. in this activity, a teacher starts to tell a story, but after a few sentences, he or she stops narrating. then, each student starts to narrate from the point where the previous one stopped. each student is supposed to creat from four to ten sentences. students can add new characters, events, descriptions and so on (kayi, 2006) these intensifying activities allow learners’ multiple opportunities to respond 60 deeply to stories and experience shifts in their beliefs and attitudes. this then leads to more lively participation role in the teaching speaking ability. the purpose of story completion is to arise imagination, provide context for introducing new language, and creating an interesting reason for listening. story completion is one of effective ways to explore students’ ideas to develop the oral language skill of first language in an english club classroom. the story completion has long significant role in describing a story. the history should start with beginning of once upon a time. however, in this instance, the beginning is obscure. stories as the first story completion tasks (lansky, 1968: 290). research method the subjects of the research were a teacher and 20 students who are in the first semester. the students which are not from english program joined an english club in university of muhammadiyah surabaya. the data were taken from observation, interview, and questioner. the observation was conducted to obtain the data to answer the problems about how are the technique and implementation of speaking ability through story completion. the interview guidelines and questioner consisted of ten questions for students to answer the problems about how the implementation and the effect of using story completion for students in their speaking skill. therefore the researcher would know the reasons to use of story completion. descriptive qualitative is applied as the method of the research. as bogdan and biklen (1982: 25) said that there are five features of qualitative researcher design: (1) it has the natural setting as the direct source of data and the researcher is the key instrument, (2) it is descriptive, (3) it is concerned with the process rather than simply with the outcomes or products, (4) it tends to analyze data inductively, and (5) meaning is its essential concern (researchers who use this approach are interested in the ways different people make sense out of their lives). from the explanation above, it requires a long-term involvement so that the investigator presence becomes a natural condition. in conducting a qualitative investigation, the researcher did the observation that could get more information. observation in speaking class was done as many as possible. during the observation, the researcher used observation sheet. this observation sheet was used to take notes the activities happen in the classroom. therefore can be noted more details. besides the researcher needed the addition of the data, the interview for students was also held. the interview is mainly needed to get the data about the students’ response to the implementation of story completion. from the interview that was done, it is found out that the first students were more attractive in speaking activity. the used of story completion methods also influenced the student's motivation to speak. finding and discussion based on the observation that was done by the researcher, twenty students practiced their speaking in group. it was proved the enthusiasm of students in speaking activity by using story completion in order to overcome the problems. firstly the teacher arranged the lesson plan that contained the steps in teaching and learning process in the classroom. the lesson plan contained and explained the purpose of lesson, indicator, 61 method of learning process, matter of lesson, steps of learning activities and assessment.before starting the lesson the teacher gave ice breaker, like a game about asking questions to make the students relaxed and understand whether they had focused or not. in the while teaching activity, before introduced and explained about story completion technique in teaching english by using topic that has been determined. the teacher reviewed the material about describe of people first. then the teacher explained the material of descriptive text, the teacher trained the students to practice speaking using story completion in groups. the teacher asked the students’ to practice speaking, before practicing the teacher gave instruction to make groups in each group consisted 5 students of 4 groups to discuss. the teacher also gave example how to make descriptive text by giving example of jokowi picture in power point. after that, the students understood and were ready to write in 10 minutes. during discussion, the students wrote the text of seriously. the teacher moved around the class and observer to check every group and helped them if they had difficulties. as observer, the researcher also observed the class condition of the class including classroom atmosphere, and the students’ condition while writing. after the students done writing about describing president picture, the teacher began speaking activity, but the teacher explained first about story completion technique in speaking. then, the teacher also explained about the procedure of story completion technique, in a group, one of member must speak up first and continued by the other member of group until done. the students had understood about the technique and the students were also very enthusiastic in speaking activity. the conclusion showed that the activity was the students’ understand very well for the instruction of the teacher in the story completion activity. the students were enthusiastic to concept descriptive text and to communicate in the group using story completion. there were some of students who did not understand and the teacher helped them to make the text. at the end of teaching and learning activity before closing the class, the teacher asked for the students’ difficulties concerning with materials, the teacher explained and gave the answer. the teacher also asked the students to tell the conclusion of topic that they had already done and understood. finally, the teacher gave the feedback. all of students were very enthusiastic in the teaching and learning. they could encourage themselves to speak up. they have to be brave and have enough self-confident when they want to talk something by using this story completion technique. the improvement of speaking skill for students after being given story completion method. in the communication process, the first semester students who are not from english program had some reasons to speak up in the english club classroom. the students must try to practice their speaking because every student had opportunities to express their mind. therefore the speaking activity would happen automatically without aware, the students could express their opinion in discussing with their group. the goal showed that in the teaching speaking by using the method to make an interactive communication. it meant the students that were expected to understand how to speak communicatively. they did 62 not feel confused to express their mind because of incorrect pronunciation, grammar or vocabulary, and cultural rules that apply in speaking activity. the method of story completion that was used by students in free-speaking activity where they are in a group. before starting the speaking activity, the teacher used to tell a story about jokowiis as an indonesia president. however after telling few sentences, the teacher stopped narrating the president. each student must continue to express the next idea that was told before by the teacher. the ideas were created from four to ten sentences that could be added by new description. the jokowi picture is like the media that was used could make them more understanding. these intensifying activities allowed the students’ multiple opportunities to respond deeply to stories and experience shifts in their beliefs and attitudes. this then leads to more lively participation role in the teaching speaking ability. the purpose of the method could arise imagination, provide context for introducing new language, and create an interesting reason for listening. therefore the method is one of effective ways to explore students’ ideas to develop the oral language skill of second language in a classroom. the story completion has long significant role in describing a story. the students’ response showed that the story completion method implementation could improve the students’ speaking ability. the method that was used in the speaking activity could make the students very attractive. since it was applied directly in the real life especially in speaking activity in the classroom. by using the method, there were the benefits such as stories promote a feeling of well-being and relaxation, increase the students’ willingness to communicate thoughts and feelings, encourage active participation, increase verbal proficiency, encourage use of imagination and creativity. moreover, the method increased the students’ ability of story telling in the speaking activity. therefore the story completion method contributed to easing the students in expressing the ideas in speaking activity. conclusion the implementation of story completion method that was used by students in free-speaking activity where they are in a group. they sat in a circle. in the beginning activity, the teacher told a story by showing one of the pictures as the media. however, after telling few sentences, the teacher stopped narrating about the picture. every student must continue to express the next ideas that were told before by the teacher. the students’ opinions were created from four to ten sentences that could be added by new ideas. the picture is like the media that was used could make them more understanding. these intensifying activities allowed the students’ multiple opportunities to response deeply to the topic based on the students’ experience and knowledge. the purpose of the method could arise imagination, provide context for introducing new language, and create an interesting reason for listening. therefore the method is one of effective ways to explore students’ ideas to develop the oral language skill of second language in a classroom. the story completion has long significant role in describing a story. based on the research result that has been discussed before, some conclusions are formulated as follows. the students used the story completion method in 63 speaking activity. the story completion used by the students could influence the learning situation in speaking activity. the researcher concluded the implementation of using story completion for the first semester students in english club had been running well. the students were braver, more confident, easier understand english speaking, can use grammatical rule and vocabularies items, especially in english speaking. there was the improvement of speaking skill for students after being given story completion method. in the communication process, the students who are not from english program had some reasons to speak up in the english club classroom. they must try to practice their speaking because every student had opportunities to express their mind at the moment. therefore the speaking activity would happen automatically and spontaneously, the students could express their opinion in discussing with their group. the purpose that in the teaching speaking by using the method to make an interactive communication. it meant the students that were expected to understand how to speak communicatively in speaking activity. the students’ response showed that the story completion method implementation could improve the students’ speaking ability. the method that was used in the speaking activity could make the students very attractive. since it was applied directly in the real life especially in speaking activity in the classroom. by using the method, there were some benefits such as stories promote a feeling of well-being and relaxation, increase the students’ willingness to communicate thoughts and feelings, encourage active participation, increase verbal proficiency, encourage use of imagination and creativity. moreover, the method increased the students’ ability of story telling in the speaking activity. the students became more active in speaking class so they were really enthusiastic to speak up using story completion. since they more uninhibited in expressing their imagination. the guidance and explanation of the teacher that was given really helped them speaking. the students agreed that the implementation of story completion in teaching speaking was very helpful to overcome the students’ difficulties to speak up. it gave positive effect on the students’ ability in speaking. the implementing of story completion teaching speaking was success. the students’ have chance to be active and cooperative in speaking activity. therefore the story completion method contributed to easing the students in expressing the ideas in speaking activity. acknowledgments the author very gratefully acknowledges the support of p3i and lc in muhammadiyah university of surabaya research fund. references bogdan, r.c. & biklen, s.k. (1982). qualitative research for education: an introduction to theory and methods. boston: allyn and bacon. brown, h douglas. (2001). teaching by principles; an interactive approach to language pedagogy. new york: person education. pp. 271-274. cameron, lyne. (2001). teaching languages to young learners. cambridge: cambridge university press. pp .40-41. 64 harmer, jeremy. (2007). how to teach english. harlow: person education limited.p.87. harmer, jeremy. (2007). the practice english language teaching: fourth edition, harlow: person education limited. pp.347-348. kayi, hayriye. (2006). teaching speaking: activities to promote speaking in a second language. retrieved january 26, 2016, fromhttp://itslye.org/teaching/kylteaching speaking.html. linse, caroline t. (2005). practical english language teaching: young learners.new york: mcgraw-hill companies.p.47. richard & renandya. (2002). methodology in language teaching an anthology of current practice. cambridge: university press.p.210. activities to promote speaking in a first language. retrieved february 2015, from http//:iteslj.org/teaching/kylteachingspeaking.html. http://itslye.org/teaching/kyl-teaching%20speaking.html http://itslye.org/teaching/kyl-teaching%20speaking.html journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2343 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.9-17 9 the use of team product to improve students’ creativity in writing at smkn 2 lingsar dian novia isroyana 1) , heri hidayatullah 2) , bq. zuhrotun nafisah 3) fpbs ikip mataram novidian997@gmail.com 1) , herihidayatullah@ikipmataram.ac.id 2) , baiqzuhrotunnafisah@ikipmataram.ac.id 3) abstract this research was about the use of team product to improve students’ creativity in writing at smkn 2 lingsar in academic year 2018/2019. this research used classroom action research. the data in this research was taken from the mean scores of students’ achievement and the score percentages. the subject of this research was x grade students of smkn 2 lingsar, which consisted of 19 students. this research was conducted in two cycles. the instruments of this research were test, questionnaire, and observation sheet. the mean score of students’ creativity in writing in the first cycle was 52 with percentage (40%) of the students still low creativity than the researcher done the second cycle. the mean score and percentage of students’ achievements was higher than criteria of success (70). the result indicated the mean score of the students’ creativity in writing was 77, 1 with percentage (84, 21%) for students who passed the minimum criteria of success (kkm). it was indicated that the use of team product method can improve students’ creativity in writing. keywords: creativity, writing and team product introduction writing includes an important skill from four skills in english learning subject. through writing, someone is able to create everything they want based on their mind or their imagination. writing is a way of sharing personal meanings and writing courses emphasize the power of individual to construct his or her own views on a topic (hyland, 2003: 14). from that statement, the researcher states that writing is a way for someone to express their own opinions that emphasize to build up their views on a topic. according to stenberg and lubart (1998: 3) in torrance (2016: 22) creativity is the ability to produce work that is novel (i.e. original, unexpected) and appropriate (i.e. useful, adaptive concerning task constraints). from the statement above, creativity is the ability of someone to create everything they want. they could produce something with their ideas, such as produce the innovation and everything that could make them more developed. they produced everything they would with their ability, and give more innovation to create something. the creativity in writing skill is also important because if someone created the posts, of course, the creativity is needed. according to chaplin, (1999) in hidayat (2008: 2) creativity is the ability to product the new form in art or in the case of machinery, or in solving problems with new methods. it means that creativity is the way how to product the new form of some case as art and machinery, and also the ability to solve the problems with the new methods. so, it makes the creativity is important in writing process, and also it can produce a new form of creativity. in writing, creativity is needed because to create the posts students have to mailto:novaratnasari1996@gmail.com mailto:herihidayatullah@ikipmataram.ac.id mailto:baiqzuhrotunnafisah@ikipmataram.ac.id3 10 think creatively. if the students were asked to create a narrative text, descriptive text, or an explanatory text, it needs to think creatively to have new ideas. the students think about what they write, they explain about and soon. all of things that everyone did in writing process should be followed by creativity. the lower creativity would give the effect in writing process. if the creativity of someone were low it means that everyone cannot create a good text, because their ideas in their post become a little as possible. everyone’s ideas were increased by higher creativity. so that is why creativity is very needed in writing process. according to semi (2007: 14) in hartana (2013: 10), state that writing is a creative process for moving ideas into symbols of writing. from that explanation, the researcher concluded that creativity is the most needed in writing process. when the researcher did an observation, the researcher found the problem at smkn 2 lingsar on december 17 th , 2018, students felt hard if they studied about writing. it is when the students learned about the narrative text. there is one of indicator in creativity they could not solve, they were hard to found ideas to write. students felt hard if their teacher asked them to created narrative text because in narrative text students were demanded to expose their ideas, it is also the effect of low creativity. if creativity of someone is low it would give the effect to the ideas, because the ideas were influenced by creativity. so, the problem of students in that school in the case of writing is low in creativity. therefore, students were hard when achieving learning objective. in achieving the learning objective and to improve the creativity of the students, the teacher used a kind of method that could make the student easier to solve the problem in writing skill. the method that used in this research is “team product”. the researcher used team product method because the researcher hopes this method easier to solve the problem in writing. according to huda (2013: 130) in yuniarti (2014: 17), it is named team product because each group asked to create and create something. the researcher state that team product is a method in learning process, it used group learning to support the learning process, with working together the students share their knowledge to other and assemble to take a product from their ideas to produce stage or new ideas. with that step, the students’ creativity in writing more develop, because with working together students were easier to get new ideas and more creative to write. the researcher took this topic as based on the researcher’s previous observation it was found out the method that the teacher applied in that school was not effective. so, the researcher chose team product method, because it facilitated students in improving their creativity. by sharing their opinion to their group students got many information, in order they have higher creativity than before. the researcher hopes that tp can make students were easier to convey opinion or ideas in the case of writing, by sharing to group. research method this research applies classroom action research (car) with qualitative and quantitative approach. quantitative data was taken by the test. the quantitative data analyses used to know the performance from the learners with the purpose of measuring their attainment of 11 specified criteria. qualitative data are included almost all information that could be captured and not in the form of numbers but description. according to pelton (2010: 5) states that action research is best seen as way you approach your work in the classroom and school setting. based on arikunto, suhardjono and supardi (2014: 16), there are four step that common in passing, which is: (1) planning, (2) acting, (3) observing, (4) reflecting. the stages are illustrated as follows: figure 1. the scheme of cyclical process of action research (arikunto, suhardjono and supardi, 2014: 16) subject of the research the subject of the research is firstgrade students of smkn 2 lingsar, which consists of 19 students. it has been selected based on the researcher’s observation. instrument of the study to collect the data, the research used the instruments to obtain the data. the researcher used test, questionnaire, and observation sheet. 1. test test was used to know the achievement of student. the researcher used this test to know the result of team product method to improve students’ creativity in writing. kind of test that used in this research is essay test. that test is about narrative text, and the students ask to create narrative text about their childhood story. from that test, the researcher and the teacher know how creative the students in making narrative text. 2. questionnaire the researcher was use questionnaire, to know the opinion of student about team product method to improve students’ creativity in writing. this questionnaire test conducted in dpib (disain permodelan dan informasi bangunan) class in first-grade students of smkn 2 lingsar with total number of students in that class are 19. the students were given the questionnaire test then asked to fill it, to know the respond of students about the method that the researcher implemented. the questionnaire used to get the information from the subject. the researcher determines the questionnaire consist of 15 questions. the researcher used “liker scale" to measure the creativity of students. the liker scale has five options there are strongly agree, agree, hesitant, disagree, and strongly disagree. the researcher combined the answer of each student then measuring all of the answers and making the conclusion by using percent index. planing cycle i acting reflecting observing planning cycle ii observing acting reflecting ? 12 3. observation sheet the observation sheet was filled by the researcher. the researcher wrote what the teacher and students did during the learning process, to know the implementation of team product procedures. the observation sheet that the researcher used in this research is a guideline. it used to get the information about how the process of team product method conducts in first-grade students of smkn 2 lingsar. techniques of data analysis in this research, the researcher used quantitative and qualitative to analyzing the data. 1. quantitative data according to sugiyono (2017: 49), mean is a group explanation technique based on the average value of the group, so to find out the value of mean, the researcher applied the formula bellow: me = 𝑥𝑖 𝑛 where: me = mean = epsilon xi = the value of x to i until n n = number of individual sugiyono (2017: 49) the researcher would get the score percentages of students to know the total number of students who passed the kkm 70. the researcher used the formula bellow: p = f n x 100% where: p =the class percentage f =total percentage score n =number of students 2. qualitative data in this research, the researcher used the qualitative data in which qualitative data is dealing with the descriptive. in order to get a description of the qualitative data, the researcher analyzed the data by using the questionnaire and observation sheet. it purposed to obtain the data from the students respond and learning activity during the learning process that applied team product method. the data of questionnaire was analyzed by using liker scale. to get the data the researcher would try to found the score percentage of student. if the score percentage of students is high, it means respond of students about this method is good. where if the score of students is low it means that the respond of students about this method is not good. because if students answer strongly agree, they got 5 score, which is that score is the maximum score. findings and discussion research finding in this chapter, the researcher discussed the result of the research. the aim of the research was to describe team product method to improve students’ creativity in writing at first-grade students of smkn 2 lingsar in academic year 2018/2019. the problem that the researcher found in this research was that the students were low creativity in writing. when the students were asked to create narrative text, they felt confused. the creativity of students still low, so that is why they could not improve their words. but after the teacher implemented team product method until two cycles, finally the creativity of students improved. 13 data obtaining from writing test cycle i the writing test was conducted on 13 th march 2019, the teacher gave the students writing test in the fourth meeting. the test was given by the teacher was essay. in that test, the teacher asked the students to make a narrative text. the researcher and the teacher were evaluated the result of students creativity in writing after using team product method. the score of total students’ examination in the cycle one test were 52, it means the creativity in writing of students score by using team product method in learning process were 40%. it means that the first cycle did not increase the creativity of students, because the total score of students did not reach the criteria of success. there were 4 students did not follow the test, 6 students passed the kkm, and there were 9 students who did not pass the kkm. some students were still confused about how to create narrative text, and they were too lazy in creating of many ideas. after the researcher knowing the result of the first cycle did not complete, the researcher continued to the second cycle. the score of students would show in this table, from the higher score of students until the lower score of students is as follow: table 1 the result of students’ test cycle i no students’ name score cycle 1 1 aa 35 2 ar 30 3 asr 35 4 ai 30 5 hj 70 6 i 7 it 35 8 m 85 9 mrar 45 10 n 11 ra 25 12 r 75 13 s 30 14 ss 15 um 85 16 wh 70 17 w 75 18 w 19 sa 55 total 780 in analyzing the data from test in cycle i, the steps to get the mean score of total students that the researcher used are as follow: me = 𝑋 𝑁 = 780 15 = 52 the second step was to know the percentage of students’ score who pass the kkm (70). it calculated as follow: 1. 2. p = 6 15 × 100% p = 40% data obtaining from writing test cycle ii the second cycle test was done on wednesday 27 th march, kind of test that uses also an essay test like in the first cycle. the teacher asked the students to make a narrative text about their interesting experience. the result of second cycle test succeeded because there were 16 students whose score above the kkm and only 3 students were under the kkm. the score of total students’ examination in cycle two test was77, it means the creativity in writing of students score by using team product method in p 𝐹 𝑁 × 100%= 14 learning process was 84,21%. it means that the second cycle has increased students’ creativity in writing. the table bellows shows the score of all students, starting from the lower score until the higher score: table 2 the result of students’ test cycle ii no students’ name score cycle ii 1 aa 70 2 ar 80 3 asr 75 4 ai 70 5 hj 90 6 i 60 7 it 80 8 m 90 9 mrar 80 10 n 55 11 ra 60 12 r 85 13 s 70 14 ss 85 15 um 90 16 wh 85 17 w 75 18 w 85 19 sa 80 total 1.465 in analyzing the data in cycle ii there were two steps to get the score of total students, the first step was using the mean score, the formula is as follow: m = 𝑋 𝑁 = 1465 19 = 77,1 the second step was to know the percentage of students’ score who pass the kkm (70). it calculated as follow: p = 16 19 × 100% p = 84,21% research finding from questionnaire to know the students respond toward team product method, the method that the researcher implemented in the class, the researcher used the questionnaire. that questionnaire helped the researcher to know the responds of every student, is that team product good or no, the researcher would know the answer by giving the questionnaire. to calculate the data of questionnaire, the researcher used the following formula: np = 𝑅 𝑆𝑀 × 100% np = score of percentages r = the number of students’ score sm = the maximum score (purwanto, 2013: 102) table 3 the result of students questionnaire no students’ name score 1 aa 82 2 ar 81 3 asr 85 4 ai 84 5 hj 78 6 i 88 7 it 81 8 m 82 9 mrar 83 10 n 87 11 ra 86 12 r 79 13 s 81 14 ss 75 15 um 84 16 wh 82 17 w 81 18 w 83 19 sa 83 ∑ 1565 p 𝐹 𝑁 × 100%= 15 the questionnaire result the percentage of students’ respond about team product method was calculated as follow: 𝑁𝑃 = 𝑅 𝑆𝑀 × 100% np = 216 285 × 100% np = 75, 78% based on the students’ respond in questionnaire about the use of team product method, the table of qualitative data above showed that there were 14 students of smkn 2 lingsar who strongly agree with team product method. the respond of students about team product method is good. there were 75, 78% of students stated strongly agree that the use of team product method was improved students creativity in writing. then, 18,5% stated agree, 4, 21% stated does not know, 1, 40% stated disagree and 0% students stated really disagree. discussion based on the research finding, the mean score of students in the first cycle test was 52, 6 students pass the kkm, 9 students did not pass the kkm, and 4 students did not follow the test. in the first cycle, the researcher stated that the research was not succeeded. then the researcher decided to proceed to the second cycle. after the second cycle was done, it proved that team product succeeded in improving students creativity in writing. the mean score of students were 77,1, there were 15 students pass the kkm and 4 of students have not passed the kkm with the percentage of students score is 84,21%. it means that the second cycle was successful. then the researcher did not have to continue to the next cycle, the researcher decided to stop the research until the second cycle. formerly in the first cycle, if the students were asked to create a narrative text they created the text as little as possible because they were lazy to write and they have limited ideas. after the second cycle was done, the students were more active and show their creativity in writing. in the second cycle, the teacher and the researcher tried to improve the activity in teaching-learning process. the teacher tried to correct what is the lack in the first cycle, so the students did not get bored in the class. finally, the test in the second cycle showed that the creativity of students in writing was improved after the second cycle done. the questionnaire and the observation sheet also showed that team product method is a good method to improved students creativity in writing. started from the questionnaire, when the researcher calculated the data from the questionnaire, the researcher found that 75% of the students strongly agreed with team product method. there were about 14 students who strongly agree with this method. it proved that this method has a good respond from the students, and this method was able to continue in the next teaching-learning process. the next is the observation sheets, the observation sheet also show that students’ activity in the class was improved by team product method. based on the result of research and the answer of statement of the problem that the researcher proved by the second cycle is the use of team product method has improved students creativity in writing at first-grade students of smkn 2 lingsar. 16 conclusion and suggestion the researcher found a problem when the researcher did the observation at smkn 2 lingsar, it was students’ low creativity. the researcher wanted to research about how to improve students’ creativity in writing by using team product method. the researcher wanted to know how the creativity of students in writing improved by team product method. the result of the research was succeeded because there were 84, 21% of students who passed the kkm. it was about 16 students who pass the kkm and only three of students did not pass the kkm. it means that team product method improved students’ creativity in writing. the researcher did the research until two cycles because in the first cycle the students mean score still above the kkm and it made the researcher interested to continue to the second cycle. finally, the result of the second cycle was succeeded. the researcher proved that team product is a good method based on students answer on questionnaire. the responds of students were good respond. the score percentage of students who strongly agree with team product method was 75%, it means that the method is succeed. this method was able to apply in the next teaching-learning process. based on the conclusion that the researcher made, the researcher wanted to give some suggestion that related to teaching writing by using team product method to the teacher, the students, and the other research. the suggestions are as follow: 1. for the teacher the teacher should really know about the characteristic of every student, because if we want to make some group in the class we really need that knowledge, so than the group will be more effective. 2. for the students the suggestions for the students, the students must be an active student it purposed to get more knowledge and more comprehension. if the students only attend in the class without doing anything it will waste your time and the comprehension that you get will be as little as possible. 3. for the next researcher the researcher suggests to the next researcher to more understand about the method that will use, we must really understand about our method so then our research will running well. never give up in every situation that you get during the research, because it is half of our struggle. references arikunto, s., suhardjono., & supardi. (2014). penelitian tindakan kelas, jakarta: pt. bumi aksara. boden, margaret a. (1998). creativity and artificial intelligence. england: university of sussex. hartana, sri. (2013). peningkatan keterampilan menulis karangan deskripsi dengan metode field trip. skripsi tidak terpublikasi, universitas negri yogyakarta. heaton, j. b. (1990). writing english language. new york. longman inc. hidayat, b. (2008). pengembangan kreativitas menurut tipologi berpikir. yogyakarta. huda, miftahul. (2013). cooperative learning metode, teknik, struktur dan model penerapan. yogyakarta: pustaka pelajar. 17 hyland, ken. (2003). second language writing. hongkong: the university of cambridge. imran, fathurrahman., & sumarni, bq. (2015). elt material development. unpublished: ikip mataram. karolina, intan. (2006). teaching narrative text in improving writing to the tenth grade students of sma negeri petarukan. skripsi. semarang. universitas negeri semarang. pelton, r.p. (2010). action research for teacher candidates. united states of america estover road, plymouth pl6 7py. purwanto, ngalim. (2013). prinsip-prinsip dan teknik evaluasi pengajaran. bandung. pt. remaja rosdakarya. sudijono, anas. (2009). pengantar statistik pendidikan. jakarta: pt raja grafindo persada. sugiyono. (2017). statistik untuk penelitian. bandung: alfabeta. __________ 2018. metode penelitian pendidikan. bandung: alfabeta. thorne, kaye. (2007). essential creativity in the classroom inspiring kids. 270 madison ave. new york. torrance, e. paul. (2016). communicating creativity as delineated. the center for gifted. georgia. yuniarti, eva. (2014). keefektifan metode team product dalam pembelajaran keterampilan berpidato persuasive siswa kelas x smkn 1 karanganyar kebumen. thesis unpublished, universitas negeri yogyakarta. teaching speaking descriptive text in vocational high school journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i2.2364 volume 6 nomor 2, desember 2019 online: 2548-5865, print: 2355-0309 pp.106-115 106 a study on teaching speaking skill of descriptive text in vocational high school putu ngurah rusmawan politeknik negeri banyuwangi putungurahrusmawan@poliwangi.ac.id abstract teaching speaking of descriptive text in vocational high school should be in systematic way. based on the syllabus of k13, the students had to master the generic structure and organization in descriptive text. the researcher tried to explore the teaching-learning process in the eleventh grade of smk kartika. this research used descriptive qualitative research. it focused on understanding the teaching-learning process from the teacher’s viewpoint of this research. this descriptive research required the researcher to explain scientifically the fact, events, and characteristics of the subject. the teacher had prepared the entire requirement of teaching and learning equipment such as attendance list, syllabus, lesson plan, media, and evaluation form. then the teacher used the picture a media in teaching speaking descriptive text. most of the students at eleventh graders could overcome that problem during learning speaking descriptive text. 90 % of students could comprehend the material well and 10% of students could not comprehend the material. it indicated that some of the students understood the teacher’s explanation about the descriptive text. keywords: teaching speaking, descriptive text, vocational high school introduction english was widely used in the global era. it was the main key to connect international business communication. harmer (2007:1) states that english is a language to build international relations and communication. the government should concern english subjects in vocational high school. they should design an ideal concept to improve the quality of teaching-learning english in vocational high school. curriculum k13 was an ideal concept to help the student in having better english communication skill (haerazi, vikasari, & prayati, 2019). by mastering english communication skill well the students in vocational high school could communicate well to develop their business relations. speaking in the descriptive text had to be expanded in all aspects because it could facilitate the students to communicate well in english. speaking is the course of constructing and contributing meaning via the application of verbal and non-verbal language. speaking is an interactive way of constructing meaning that involves producing, receiving, and processing information (brown, 2007). fachurrazy (2011) argues that the skill to speak english obviously and competently support the success of the learners in vocational high school and success in their future career. so, the teacher must notify the teaching of speaking descriptively. based on the k13 curriculum recommendation, the students in vocational high school in eleventh grade must learn the descriptive text. it requires the students should be able to speak english in descriptive text fluently. teaching speaking in the descriptive text must be taught systematically in eleventh grade because speaking mailto:putungurahrusmawan@poliwangi.ac.id 107 descriptive text skill is the first key requirement to learn other genre text in speaking skill. based on the syllabus, the students require to comprehending the generic structure and organization in descriptive text. the students should describe a person in simple information that is an appropriate framework and they are able to speak up descriptive text about a person correctly in a descriptive text framework. the vocational high school students of eleventh grade learn about personal descriptive information and the character of that person but there are many problems that should be faced by the vocational high school especially at vocational of smk kartika. based on interview data from the english teacher, the students in the eleventh grade of smk kartika are shy to talk, lack of self-confidence, scared to make a mistake, preferring to speak their mother tongue to answer the question from the teacher, and they are lack of inspiration and learning stimuli. they are tired of learning english because they think that english is a difficult and uninteresting subject to be learned. the teacher in smk kartika has an innovative technique to teach the speaking descriptive text. by using a scientific approach, the english teacher of smk kartika can attract the students’ motivation. the students are not bored anymore. they enjoy the teaching and learning process. smk kartika is the most favorite school. it has some reward for the winner of english debate competition at the regional level the researcher emphasizes on teaching speaking process in the descriptive text in this research. the researcher chooses the eleventh grade as the subject of the research because at this level the students are crucial to building the students' perspective in comprehending descriptive text. at the basic level, it is the ideal time to learn and practice to speak english. they should prepare themselves well to achieve the next level of competency. besides, the students have some problems, such as lack of vocabulary, lack of confidence to speak english, afraid to make a mistake, prefer to use their mother tongue to answer the question from the teacher, and lack of motivation. to solve the problems the english teacher selects the picture as a media. fachurrazy (2011) states that media is one thing as a tool to increase the interest, motivation, and quality of the teachinglearning process. brown (2007) states that using teaching aid during the process of teaching and learning can increase willingness, interest, students’ motivation during the teaching and learning process, and it gives psychology effects for the students. some teaching aids can be used to teach speaking descriptive text, they are puppet, pictures, visual media, flashcards, real object, and poster. in this case, the picture is one of teaching media that can assist the students to improve their speaking ability. the picture is helpful for a teaching tool to attract the students' motivation. it can be used for teaching speaking descriptive text. to capture students' interests in learning speaking descriptive text, the picture sizes used should be obvious and large enough to be presented in the whole class. as visual media which can be used in the teaching and learning process, it can facilitate the students to comprehend the descriptive text teaching material by providing an visual description 108 information (fachurrazy, 2011). by using the picture, the students can increase their comprehension about general and specific information based on the picture they have seen. based on the above reason, the researcher hopes that this research can improve the students’ interest in practice speaking. the researcher is interested to observe the teaching process in speaking skill of descriptive text in vocational high school of smk kartika. this research helps the teacher to treat their students' ineffective way of conducting the teaching-learning process especially in teaching speaking descriptive text. research method the researcher tried to investigate the teaching-learning process in the eleventh grade of smk kartika, therefore the appropriate research design in this research is descriptive qualitative research. it emphasizes understanding the teachinglearning process from the teachers' perspective of this research. dornyei (2007) stated that “qualitative research methods are designed to help the researcher understand people and the social and cultural phenomena within which they live”. meanwhile, sugiono (2009) adds that“the descriptive study research method is a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context.” this descriptive research required the researcher to describe scientifically about the fact, event, and characteristics of the subject. the researcher applied descriptive research design in this research because this research focused on specific phenomena in the surrounding school environment. the phenomena are the teaching and learning english process. this researcher did not require giving special treatment to the subject of the research. he only observed and described the phenomena naturally without manipulation. the research design consists of two steps procedure. the first was the teacher and student learning activities. the researcher observed the classroom condition of teachers' teaching-learning process. the second was interviewing the english teacher. it happened after the observation process. in the interview process, the researcher interviewed detail about the specific teaching technique which the teacher’s used to teach speaking in descriptive text. the subject of the study was the students of the eleventh grade of smk kartika which is located at pasuruan regency. they consisted of 15 female students and 15 male students. the subject of the study was an english teacher. the researcher focused on how the teacher taught speaking descriptive text. sugiono (2009) recommends that instruments some techniques in collecting data. they were observation, interview, questionnaire, and documentation. observation aimed to know the teacher's and students’ activities in the classroom. the observation process began in opening teaching and learning teaching activity to closing teaching activity. the time of observation should be done depends on the need of data collected. by using an observation instrument, the researcher could know the students' participation in the classroom. there were some steps of observation data collection, they were (1) the researcher made field note and wrote the descriptive notes and reflective notes; (2) the researcher came in the classroom; (3) the researcher observed teacher’s 109 technique in teaching speaking descriptive text. those methods were used to get any information about the teaching technique in teaching speaking descriptive text in smk kartika. the researcher observed the teacher’s technique in teaching speaking in the classroom. it took two meetings on july, 08 th and 11 th , 2019. the objective of this observation was to investigate the teaching and learning process in speaking descriptive text especially about teaching technique, the teaching material, the preparation, and the assessment. the interview is a meeting of two persons to exchange information and idea through and responses, resulting in communication and joint construction of meaning about a particular topic (johnson et.al, 2007). the researcher applied a structured interview. he interviewed the english teacher and the students. the interview process had done before and after the teaching and learning process. the researcher interviewed the students in the last meeting. the researcher interviewed the english teacher before and after the teaching process. the questions of the interview consisted of 7 questions about the teacher’s preparation and teaching technique and 5 questions about the result of the teacher teaching technique and the students’ development in learning the descriptive text. the researcher interviewed the students in the last meeting on july 11 th, 2019. the questions consist of 4 questions about the problem in teaching speaking descriptive text. the questionnaire consisted of some questions or statements. it could be gained certain information from the students’ perspective during the teaching and learning process. dornyei (2007) questionnaire was a number of questions to search for information about personal statements. the researcher provided the questionnaire to the students. it distributed on july 11 th, 2019. the researcher distributed the questionnaire to comprehend what the students' perspective during learning the descriptive text. the questions consisted of 10 questions. the researcher used close questionnaire. the researcher used documentation to observe the teacher’s preparation during teaching-learning in descriptive text. sugiono stated (2009) the documentation was some written materials to produce qualitative data. the researcher documented the teacher's needs as fact during the process of teaching and learning. the documentation could be obtained from the classroom activity and teacher’s lesson plan, syllabus, and assessment. the researcher collected the data by using field notes. the researcher collected the data about the syllabus, lesson plan, media, material, and teacher evaluation. documentation was done on 08 th and 11 th july 2019. the data collection in this research was in written text. it stated in the field notes and interview transcript. in this research, the researcher analyzed data naturally and inductively. these data were a crucial aspect to support the qualitative research design. from the data collection, the researcher got the information about the teacher’s strategy and technique used during teaching speaking skill in the descriptive text in the eleventh grade of smk kartika. the data analysis was done qualitatively and inductively. the data were gained systematically. it searched and arranged to answer the problem and enable to present the result simultaneously. the data are discussed and based on the 110 review of the literature of the study. they were analyzed descriptively. finding and discussion the data were gained from the interview process with the english teacher about teaching technique and the teachers’ preparation. the researcher also interviewed students to solve the students’ matters. the observation data were the teaching process in teaching speaking descriptive text and the students learning activity in the classroom. the questionnaire was the students’ opinions during classroom activities. then, documentation data were the description of the teachers’ preparation and the result of the students’ speaking descriptive text. based on the english teacher data interview 11 th july 2019, the english teacher stated that the teacher had made teaching preparation to make the teaching process more effectively. the teacher made preparation such as attendance list, syllabus, lesson plan, material, media, and evaluation form. the researcher documented the teacher preparation included the attendance list, syllabus, the lesson plan, material, media, and evaluation form on juli 08 th and 11 th , 2019. the teacher had prepared to teach preparation before the teaching-learning process. the first teacher’s preparation was the attendance list. the attendance list had been prepared to check the students' participation in class. the attendance list was used to check the students' attendance in a class. the second teacher’s preparation was the syllabus. the syllabus had designed by the english teacher. it was a contextual teaching syllabus. it served the information about the planning of the teaching process. it was based on each standard competence and core competence. the third teacher’s preparation was a lesson plan. the lesson plan was the direction of teaching and learning activities design. it was designed systematically by the english teacher. it aimed to reach the target of the learning process. it was adopted from the syllabus. the lesson plan consisted of standard competence, core competence, learning objective, learning material, the technique used, and learning activity. the fourth teacher’s preparation was material. the teacher prepared the material well. the teacher took the material from the curriculum k13 that relevant to the core competence. the material was a descriptive text about the person. the fifth preparation was media. it supported learning english process for the students. the media was a picture. it raises the students' motivation in learning the descriptive text. the last preparation was the evaluation form. it aimed to evaluate the students during the learning process. the teacher tested the students to measure the students’ ability in comprehending descriptive text. it is in line with aprianoto and haerazi (2019) who state evaluation form is an essential part in the teaching of speaking skills. based on the result of the english teacher interview on july 11 th ,2019, the english teacher used a scientific approach. the english teacher used the techniques was based on k13 recommendation. the scientific approach was an applicable technique in the teaching and learning process. the teacher allowed the students to describe some crucial notes from the teacher’s explanation. the english teacher taught speaking descriptive text using a 111 scientific approach. it was based on a lesson plan that the english teacher had made before. based on the observation on july 08 th and 11 th 2019, the researcher found several techniques that were used by the english teacher in teaching speaking descriptive text, they were lecturing, discussion, and asking and questioning technique. the below was the result of the analysis of the teacher’s teaching activities. in the first meeting on 08 th july 2019, the teacher conducted teaching activity by using apperception in 10 minutes. the pre-activity was done in 10 minutes, it contained greeting, praying together, and checking students’ attendance list. first, the teacher greeted the students, then, the teacher asked the students to pray together, and checked the students’ condition physically and mentally. after that, the teacher checked the student’s attendance list. two students were absent on that day. the teacher gave brainstorming to the students by asking the students about the material in the previous meeting. the teacher explained the teaching objective in this activity. the teacher continued to the main activity which was done for about 60 minutes. the teacher asked the students to open the students’ books. the main teaching was observation, questioning, exploring, associating, and communicating. in observation teaching the main activity, the teacher showed a justin bieber picture. firstly the teacher asked to describe his character and his physical description in detail. the teacher also asked to mention the differences between justin bieber and vin diesel. students answer that justin bieber was a popular singer in american pop song but vin diesel was a popular actor in fast furious movies. then the teacher answered that was true. the teacher asked about justin bieber in detail again to the student. the students answered justin bieber was a young and energetic singer. the student could describe well and detail. the teacher explained the definition, social function, the generic structure and provides an example of the descriptive text by showing the generic structure. the teacher described the descriptive text based on the picture. in questioning teaching main activity, the teacher had already explained descriptive text well and the students were interested in the teacher’s explanations. they were curious and they wanted to apply their teacher explanations. the teacher instructed the students to make a group consist of 5 members in each group. the teacher asked the students to choose their members. the students were ready to discuss the material together. in teaching main activity exploring, the teacher discussed the material together based on the students’ group. the teacher asked each group to practice speaking descriptive text together with their friends. the material in speaking descriptive text was asking and giving personal opinion description, characteristics, physical appearance and performances. in teaching the main activity associating, the teacher controlled and monitored students’ discussion to know the result of the discussion in each group. the students must be able to speak well. the topic of what they had discussed should be clear and they might express their opinion in a certain time and then, their member group had to respond to their friend's opinion. in teaching main activity communicating, the teacher got the 112 information about the students’ speaking skill. the students had discussed the problem with their friends. they could interact well. the teacher continued to post activity. in post activity, the teacher summarized the material of the descriptive text. the teacher gave feedback and opinion about the material that day and gave the information about the next lesson. the teacher reminded the students to be careful in stating their idea, their pronunciation, and flows of the idea, fluency, word choice, and clarity. in the second meeting on july 11 th , 2019, the pre-activity contained greeting, praying together, and also checking students’ attendance. after that, the teacher checked the student’s condition physically and mentally. then the teacher reminded the students about previous material that had discussed before. the teacher continued to the main activity. in the observation section, the teacher explained the language features of the descriptive text. after that, the teacher asked some questions about the descriptive text. the students seemed enthusiastic to answer the teacher’s question. although some students’ were less lack of participation in classroom discussions, the classroom process runs well. then, the teacher gave some problem discussion topics about personal description. it was a favorite idol. the students were interested in that problem and the students began to discuss together. in exploring the main teaching section, the students interact and tried to solve the problem and the teacher walked around to monitor the students. the teacher tried to get information about the students’ skill. the students began to solve the problem and they identified the problem. after that, the students tried to speak systematically. they spoke about generic structure and the language features of the descriptive text. in this part, the teacher served 10 minutes to express their idea. in associating the main teaching section, the teacher monitored the students during the students expressing their idea. after the students finished speaking and expressing their idea, the teacher asked the students to discuss together. the teacher guided the students in expressing the idea about the idol. then, the teacher tested the students individually. in communicating the main teaching section, the teacher tested the students’ orally and individually. it took 15 minutes. the teacher continued to post activity. finally, in post activity (10 minutes), the teacher concluded what had been learned to the students. the teacher reminded the students to practice more about speaking descriptive text. the teacher also gave feedback about the material. the teachers’ problems were the students’ skill in low mastering vocabulary, students’ attitude, and students’ motivation. the teacher manages the classroom well but some of the students often making some noise in a class such as disturbing another student, disobeying students, talked by their selves when the teacher explained the material. the teacher met difficulties in organizing the time. to solve that problem the teacher had to manage the classroom well and the teacher should be on time in running lesson plans for each section. many students had low skill in mastering vocabulary because they did not understand the meaning of the word to express their opinion. the students needed more time to understand meaning from the 113 problem to express their idea. the students were afraid to express their idea because they doubted their answers. based on the interview, the teacher’s evaluation formed was needed to know the information about students’ skill in teaching speaking. the test was in a group and individually. in the first meeting, the teacher evaluated in group work test and in the second meeting the teacher tested the students individually. the students require achieving a score over 70 because kkm in smk kartika was 70. evaluation could correct the students’ mistakes by giving corrective feedback. the teacher used the same scoring rubric in every test. the scoring rubric contained the content of the idea, fluency, pronunciation, clarity, and word selection. the teacher had prepared annual program, semester program, syllabus, lesson plan and media. teacher prepared well the document during the classroom process. the teacher prepared the attendance list, syllabus, lesson plan, material, and media. the attendance list was to check the students’ presence. it helped the teacher to know the students’ activity. the teacher could use the attendance list to monitor the students’ participation. the syllabus was formulated based on the competence standard and core competence. richard (2001) defined syllabus design was a phase in curriculum development that deals with procedures for developing teaching plan sequences. the lesson plan was the key of an effective teacher (susanto, 2010). it was the process of developing the teaching activity, the curriculum, and the teaching context. it was about determining lesson objectives. it included teaching procedure, the materials, time, duration, and assessment. instructional materials provided ideas, facts, and information. richard states (2010) the requirement of the professional educator was able to select meaningful instructional materials. it helped the students to reach a learning objective. media is important to attract students’ attention during teachinglearning process. harmer (2007) defines that media is an essential part of teaching. the media should be prepared before the teacher entered the class. the instructional media could increase students’ motivation. the teacher used a media picture in teaching speaking descriptive text. the picture could activate the students’ idea. it could be a new innovation of teachinglearning in the classroom. slavin (2009) recommended that pictures are a great encouragement for language production. in the interview, the teacher stated that the teacher used a scientific approach. the teacher used a scientific approach in every meeting. the teacher said that a scientific approach is more practical. the teacher thought that the students will comprehend the material easily. in scientific had 5 section activities, there was observation, questioning, elaborating, associating and communication. the researcher found that the teacher taught by using discussion, asking and question technique. the teacher taught the students by discussion in the first meeting. the teacher should make the students' discussion seriously to solve the students’ problems. the problem was about giving an opinion of the personal descriptions of the descriptive text. in the second meeting, the teacher gave an individual problem. the teacher used asking and questioning to the students. the effective questions technique 114 in the classroom should be meaningful and contextual (slavin, 2009). the researcher found the students’ problem in learning speaking descriptive text, they were pronunciation, vocabulary, and confidence. the previous problems that had been mentioned before had a correlation with each other. if they were doubt, they would pronounce silently. it was indicated that they did not know the vocabulary and how was the pronunciation. they chose to be silent. they were afraid to make a mistake. this situation happened when the teacher monitored the students around closely and carefully. based on the questionnaire, a few numbers of students were not interested in english but some of the students enjoyed the lesson about speaking descriptive text. the students could comprehend the material well. they solve the problem smoothly. the teacher expected that the student could practice more outside class. . the students did the problem in the group. there was three groups who got score 80 above the minimal passing grade (kkm). few groups could achieve passing grades because the other group could not understand well about the teacher’s instruction. in the second meeting, the teacher tested the students individually. the rubric score was stated in the lesson plan. many students could pass passing grade kkm. the highest score was 91. 90% students got the score above kkm. conclusion based on the researcher’s findings and discussion presented above, it could be taken a conclusion that teaching and learning process run well because the teacher had prepared the entire requirement of teaching and learning equipment such as attendance list, syllabus, lesson plan, media, and evaluation form. then the teacher used the picture a media in teaching speaking descriptive text. in teaching and learning speaking descriptive text, the teacher and students face several problems. they were low vocabulary mastery skill, low confidence, disobedient students and afraid to make a mistake. most of students at eleventh graders could overcome that problem during learning speaking descriptive text. 90 % of students could comprehend the material well and 10% of students could not comprehend the material. it indicated that some of the students understood the teacher’s explanation about the descriptive text. the teacher assessed the students’ speaking skill by giving corrective feedback to the students’ in the group and in an individual. in the first meeting, the teacher assessed the students and gave the score in the group work. in the second meeting, the teacher assessed the students individually and gave the score in individual. references aprianoto & haerazi. (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) 2796-2805. https://doi.org/10.13189/ujer.2019.0 71230. bache, c. (2008). the living classroom: teaching and collective consciousness. ny: state university of new york press. brown, h. (2001). teaching by principle. new york: pearson education, inc. https://doi.org/10.13189/ujer.2019.071230 https://doi.org/10.13189/ujer.2019.071230 115 brown, h. (2002). strategies for success: a practical guide to learning english. new york: pearson education, inc. brown, h. (2007). principle language teaching and learning. new york:pearson education, inc. dörnyei, zoltán. (2007). research methods in applied linguistics. new york: oxford university press. fachrurrazy. (2011). teaching english as a foreign language for teachers in indonesia. malang: malang state university press. haerazi, h., may vikasari, r., & prayati, z. (2019). the use of scientificbased approach in elt class to improve students’ achievement and classroom interaction. register journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.15 7-180. harmer, j. (2007a). how to teach english. essex: longman person. harmer, j. (2007b). the practice of english language teaching essex: longman pearson. johnson et al. (2007). educational research: quantitative, qualitative, and mixed approaches. new york: sage publication. richards, j. (2001). curiculum development in language teaching. singapore: cambridge university press. slavin, r. (2009). educational psychology: theory and practice. ny: merill. sugiono. (2009). metode penelitian keantitatif, kualitatif dan r&d. bandung: alfabeta. susanto. (2010). konsep penelitian tindakan kelas dan penerapannya. surabaya: unesa universty press susanto. (2010). silabus & rpp: mata pelajaran bahasa inggris untuk sd/mi, smp/mts, sma/ma dan smk/mak. surabaya: fakultas bahasa dan seni universitas surabaya. https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.18326/rgt.v12i2.157-180 journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 10 the effectiveness of mind-mapping towards students' writing skill edi firman (1) , fathurrahman imran (2) (firmaneddy3@gmail.com (1) , imran.sandongan@gmail.com (2) ) faculty of education for language and art (fpbs) mataram institute for teacher training and education (ikip) abstract this research was intended to analyze the effect of mind mapping towards students writing skill at the second semester students of fpbs ikip mataram in academic year 2015/2016. this study was quasi experimental research, where the sample was cluster randomly selected with the total number of sample was 65 students which were divided into 2 classes; 29 students were in the control group and there were 36 students belong to experimental group. in order to collect the research data, the writer used writing test to comprehend the students’ ability in managing text based on mind mapping concept. after the data was obtained, then it was analyzed by applying descriptive statistical analysis and inferential analysis. regarding to the data analysis it was found that the students’ ability before treatment was 69.72 in the significant level 95%. on post-test data analysis, the students mean writing ability increased into 77.22. the inferential analysis or hypothesis testing also proved that the t-test was higher than t-table in the significant level 95% (α =0.05) and degree of freedom 63 (4.158 > 2.000) with ρ value (sig.) 0.00 < 0.05. it was clearly claimed that the alternative hypothesis (ha) which stated that mind-mapping was effective towards students writing at second semester students of fpbs ikip mataram in academic year 2015/2016 was accepted and the null hypothesis (ho) that said main-mapping is not effective toward students writing at second semester students of fpbs ikip mataram in academic year 2015/2016 was rejected. those data evidently proved that mind mapping was effective towards students writing especially at second semester students of fpbs ikip mataram in academic year 2015/2016. keywords: mind-mapping, interest, writing skill introduction learning about language derives us to understand that there are four skills need to be mastered; listening, speaking, reading and writing. in language learning process, we firstly learn to listen then to speak, and we learn to read then finally to write. these procedures are called the four "language skills": in its application, the four language skills are not selfcontained but they are related one another. unfortunately, writing is still regarded as difficult skill to be accomplished because the students hard to come up with writing ideas, arranged the ideas into sequences and mostly writing does not achieve direct feedback from its reader meaning. the existence of appropriate strategy in teaching learning process may strengthen the complexity of teaching mailto:imran.sandongan@gmail.com journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 11 and learning writing. practically, the students frequently have difficulties in finding the ideas about what to write, and if they have the writing ideas, then they have unclear thought how to write it into appropriate and comprehensible writing. some students are able to express their ideas in written form but sometimes they have no idea how to manage their writings. theoretically, the students have unclear understanding about language use, mechanical skills, treatment of content, stylistic skill, organizing and development and appropriateness of vocabulary selection based on the genre of the texts. in fact, those barriers predispose the class room teaching learning process which creates monotonous learning activities. kendall & khoun (2006. p.11) claims that 'there are so many teachers find that teaching writing is very intimidating'. therefore, it is necessary investigate and develop some techniques, methods, strategies and tools to helps the students in writing difficulties. this study proposes mind-mapping to facilitate students in mastering writing skill, because the concept of mindmapping assumingly able to stimulate the students' idea in creating the writing frame, so that they will completely getting involve on teaching learning process and also help both teacher and students in organizing the idea and understanding the cores of writing components and aspects based on the background of study, this study determines the following research questions: is mindmapping effective towards the intensification of students' writing skill? this research is aimed at investigating the theoretical questions stated on the research questions above: it is aimed to investigate the effect of mind-mapping towards students' writing skill. method this study is quasi-experimental research. it was used to establish possible cause and effect between independent and dependent variables. quasi-experimental is applied because it occurs in natural educational setting, where the work is done in real school or classroom setting and design used was pretest and posttest. this research was conducted on march to november 2016 and conducted and the second semester of fpbs ikip mataram in academic year 2015/2016. finding and discussion finding there were two techniques of data analysis applied regarding to the students writing to acquire comprehensible description of data finding those were descriptive statistic and inferential statistic. 1. descriptive the post-test descriptive data was displayed to understand journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 12 the data summary after treatment was applied, whether there was an improvement of the students writing ability which is caused of the treatment or it was converse. but in order to convince the effect of treatment towards dependent variable, it is need to continue the data analysis into hypothesis testing. the clear descriptive data analysis of both groups (control and experimental groups) post-test could be identified on the table below (table 1): table 1: pre-test result of control and experimental group control group post-test mean 69.13793 standard error 1.405237 median 70 mode 65 standard deviation 7.567431 sample variance 57.26601 kurtosis 2.781003 skewness -0.74882 range 40 minimum 45 maximum 85 sum 2005 count 29 experimental group posttest mean 77.22222 standard error 1.328032 median 80 mode 85 standard deviation 7.968191 sample variance 63.49206 kurtosis -1.15899 skewness -0.47597 range 25 minimum 60 maximum 85 sum 2780 count 36 the table 1 above displayed the post-test result of control group and experimental group. sequentially described that the count label of control group was 26, it meant that there were 29 students involved in teaching learning process until final test and there was no students missing. regarding to the control group mean score, it was identified that the average students' writing ability in significant level 95% was 96.13, this result was higher than pre-test (64.82 < 69.13). this result also proved the improvement, although the increasing value merely about 4.31 point. the median score (70) explained that there were 50% of the students in control group got score 70 upward and there were about 50% of the students got 70 downward, the variety level of the data was described with standard deviation and variance (7.56 and 57.26), meanwhile the data skewness clarified that the data was normally distributed, because the result of skewness -0.74 smaller than -2.00. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 13 2. inferential statistics based on the normality and homogeneity test by using spss 21, the analysis claimed that the data were normal and homogeneous, the obvious understanding of the data, it can be observed on the figure below: figure 1. spss ®: two-sample kolmogorov-smirnov test test statistics a unstandardized residual most extreme differences absolute .313 positive .230 negative -.313 kolmogorov-smirnov z 1.255 asymp. sig. (2-tailed) .086 monte carlo sig. (2tailed) sig. .046 b 95% confidence interval lower bound .000 upper bound .097 a. grouping variable: kelompok b. based on 65 sampled tables with starting seed 1314643744. test of homogeneity of variances score levene statistic df1 df2 sig. 2.295 1 63 .135 journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 14 the spss 1 ® above shows that the 1 st group data of asym.sig. (2-tailed was the spss 4.1 ® above shows that the 1 st group data of asym.sig. (2-tailed was 0.086 which proved that the data is higher than α = 0.05 in the confidence level 95% (0.086 > 0.05). so, it is underlined that the data was normal. in the 2 nd group of test homogeneity of variance confirm that the sig. value was 0.135 in the degree of freedom was 63 in 95% of confidence level. it is understood that the sig. value is higher that α 5% (0.135 > 0.05). the value clarified the data was homogeneous, therefore, it was appropriate to test the hypothesis by applying the inferential statistic and taking generalization of the population. hypothesis testing is applied to investigate whether mind-mapping is effective towards students writing ability or converse. the data was analyzed by using spss 21 and the result was summarized on the figure below: figure 2.spss ®: independent sample test the spss figure 1 clearly defined that the result of independent t-test in significant level 95%. the 1 st group stated that the average ability of students writing which was taught by using mind-mapping was 77.22 with standard deviation 7.96, meanwhile conventional method was 69.14 with standard deviation was 7.56. descriptively, it could be stated that the students whom taught by using mind-mapping strategy had better ability in writing compared to the students whom taught by using conventional strategy. on the 2 nd group in the equal variance assumed label, on line levene's test for equality of variance was obtained f= 2.29 with ρ value (sig.) was 0.135 > 0.05, which mean that the population variance was homogenous. and the the 3 rd group of t-test equality of means identified that t-test value was 4.158, db = 63 with ρ value (sig.) 0.00 < 0.05 or ho (null hypothesis) which claimed that mindjournal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 15 mapping was not effective toward students’ writing was rejected and the alternative hypothesis (ha) which stated that mind-mapping was effective towards students writing was accepted. thereby, it could be concluded the students' score in writing taught by using mind-mapping is higher than the students whom taught using conventional strategy. discussion the statistical data either descriptive or inferential proved that mind mapping was effective in improving the students' writing ability, especially at second semester of fpbs ikip mataram in academic year 2015/2016. derived from descriptive statistics analysis, it was described that the average students' writing ability before treated by applying mind mapping was 69.72, there were almost 50% of the students in control group got score from 70 upward and about 70 downward. meanwhile, the average writing ability of the control group was 64.82 with median and mode was 65 in significant level 95%. after the different treatments ware applied and completed to each group, both of them experienced writing ability improvement. the writing ability improvement could be observed from the increasing of mean score. the control group means score increase from 64.82 to 69.13 in the significant level 95%, meanwhile the experimental group experienced good average score from 69.72 into 77.22. nevertheless, the effect of treatment in the experimental group better than control group which was mean that mind mapping was effective towards students writing ability. the effect of mind mapping also could be observed towards the students ability in managing their idea and recast the idea into an appropriate sequences of writing. mind mapping helped the students to apprehend the writing idea, decide the text genre, mapping the idea into topic sentence, find out sub-topic of each topic sentence, in addition, this strategy stimulates the writer or the students to have key words of each point of the texts genres so that the students able to focus on what they are writing. mind-mapping give the students an effective time in writing because the already have the point of the writing, they have the topic, sub-topic and supporting idea and how they will end the writing and then the students presently need to connect the puzzles of the idea in the map into wellarranged sentences, this strategy assisted the students in minimizing writing nervous, reducing deadlock of mind because losing of idea. in short, mind mapping leads the students to catch the writing idea, start and end up the writing with appropriate order and genre. the effectiveness of mind mapping towards students writing ability at second semester of fpbs ikip mataram in academic year 2015/2016 also confirmed with the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 16 inferential analysis or hypothesis testing, where the data analysis indicated the t-test value was higher that t-table in significant level 95% degree of freedom 63 (4.158 > 2.000) with ρ value (sig.) 0.00 < 0.05. it is pointed out that the alternative hypothesis (ha) which stated that mind-mapping was effective towards students writing at second semester of fpbs ikip mataram in academic year 2015/2016 was accepted and the null hypothesis (ho) that said mainmapping is not effective toward students writing at second semester of fpbs ikip mataram in academic year 2015/2016 was rejected. those data evidently proved that mind mapping was effective towards students writing especially at second semester of fpbs ikip mataram in academic year 2015/2016. conclussion derived from the research proposal, finding and data analysis on the previous chapter, then this writing come close into conclusion 1. this thesis was intended to analyze the effect of mind mapping towards students writing ability at the second semester students at ikip mataram in academic year 2015/2016 2. the data analysis through descriptive statistic and hypothesis testing proved that mind mapping was effective towards students writing ability, the statistical number confirmed that the improvement of students writing was indicated from mean score. before treatment, the students' average ability in writing was 69.72 and the treatment using mind mapping increase their ability into 77.22 in significant level 95%. this value also was strengthened with the result of hypothesis testing, where it indicated that the t-test value was higher that t-table in significant level 95% degree of freedom 63 (4.158 > 2.000) with ρ value (sig.) 0.00 < 0.05. this end result verified that the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected 3. mind mapping was effective because mind mapping lead the students to comprehend what they are going to write, find out the idea, arrange it into appropriate sequences and order, formulate the key words that help them focus on the track and finally creating good writing. suggestion this thesis could be still far away from perfection, therefore it is widely opened some ideas in completing this writing. but refer to the finding, we would like to offer give suggestion as follow: creative teaching is not merely refer to material development, but teaching strategy also influential teaching learning process and the improvement of the students ability. such us mind mapping, it is effective towards students writing ability, because mind mapping may help the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 17 students to manage the idea and writing. the teaching learning process could not be occurred without any active and creative involvement of the students, because teaching strategy is only a tool that needs involvement of all side. therefore, the collaboration of teacher and students in teaching learning process is deeply needed. references ainley, m. (2002). interest, learning and psychological processes that mediate the relationship. journal of education and philosophy. university of melbourne. alamsyah, m. (2009). kiat jitu meningkatkan prestasi dengan mind mapping. jogjakarta: mitra pelajar. best, j., w & kahn, j., v. (2006). research in education (tenth edi). united state: pearson education inc. brett., et. al. (2012). the effects of mind mapping activities on students' motivation. international journal for the scholarship of teaching and learning volume 6 number 1 article 5. heaton, j.b. (1988). writing english language test. uk: longman group. muijs, d. (2004). doing quantitative research in education with spss. london: sage publications. mulyatiningsig. (2013). metode penelitian terapan bidang pendidikan. bandung: afabeta. murcia, m., c. (2001). teaching english as second and foreign language. heinle & heinle. united state of america. nast., j. (2006). ideas mapping: how to access your hidden brain power, learn faster, remember more, and achieve success in business. new jersey: wiley. oemar malik. (2010). proses belajar mengajar. jakarta: bumi aksara. peter. k., megan, w. (2005). genre, text, grammar: technologies for teaching and assessing writing. university of new south wales: australia. sugiyono. (2012). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. bandung. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi:10.33394/jo-elt.v6i1.2353 volume 6 nomor 1, juni 2019 online: 2548-5865, print: 2355-0309 pp.61-68 61 cultural artifacts in students’ literacy narrative r.r setyaningrum english education department, universitas islam lamongan riyarisqi@unisla.ac.id abstract literacy narrative is students’ writing. the students write their experiences in pass about how they learn reading, writing, speaking or listening in english. students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. this study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. the objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. the samples of the study are 20 students of senior high school. the finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and english program (extracurricular). but some others, they joined english course beyond the school’s program. considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography. keywords: students’ writing, literacy narrative, cultural artifacts introduction english is an important language is used to communicate with other people in international. english for almost indonesian people is not easy, not all people seriously learned it well. nonetheless, all of the people learned english since elementary school indeed from kindergarten. whereas when they learned english seriously, they can communicate with foreign language fluently. it supports to intertwine the connection with other nation in cooperation or business. learning english for indonesian students considered as a difficult thing to learn. in fact, some of them do not learn it well. their experiences in learning english are very varied. some of them have pleasant or unpleasant experience. some of the students are unpleasant experience in their speaking and listening. both reputed as the most difficult to applicable easily in their daily live. whereas in writing and reading the students have to do it as their habitual. substantively for students of senior high school, reading and writing are not the difficult things because they have learned it since elementary school even when kindergarten. the students should learn how to understand what the content of the book which is they read and learn how to construct a characters’ ongoing and social process of language acquisition (eldred & mortensen, 1992, p. 512). the students are not only should read fluently but also they should share their ideas into a short essay. some of teachers do not realize that when they give an assignment to write their past experience in reading or writing or both, 62 the students are writing literacy narrative. writing literacy narrative is very beneficial assignment for basic writing students who are “minority, immigrant, and working class”, it allows students to develop “narrative agency by discovering that their experience [with language] is […] interpretable” and that their experiences can lead to a “broader critical dialogue” with other students and with another narrative (soliday, 1994, pp. 511-512). literacy narrative itself is a short narrative essay arranged or the topic of writer’s experience in reading and writing (beaufort, 2007, p.187). in students’ literacy narrative, the students tell way or tool to improve their english, especially reading and writing. literacy narrative is telling the students' stories that they give themselves an identity. identity is about how people come to understand themselves, how they come to "figure" who they are, through the "world" that they participate in and how they relate to others within and outside of these worlds (urrieta jr, 2007, p. 107). in writing literacy narrative, the students' write a personal story about their experience in reading or writing or other literature. the figured world is one of device that helps someone identify their identity in this world by telling of a particular sort of personal story (holland, lachicotte, skinner, & cain, 1998, p. 66). by literacy narratives, the teacher can identify the students' identity. here, the students tell their positioning identity which refers to the ability of reading or writing. according to holland et al. positional identity is "figurative identity" (holland et al., 1998, p. 127). here, the students' writing compares with "the stories, acts, and characters that make the world a cultural world" (127). the students also tell their effort to change their positional identity to figured worlds by cultural artifacts. the artifact itself is an evidence of culture (culberson, 1993, p. 17). cultural artifacts help the students to change their identity into good or bad, and positive or negative. it depends on their cultural environment. considering the previous study above, this study is identifying the cultural artifacts that use to improve the students’ identity in learning english based on their literacy narratives. this study uses a qualitative research. the instrument of the study is students' literacy narratives and interview. the research will be conducted in islamic high school students that have applied literacy programs by using literacy narratives. the research questions of this study is what cultural artifacts do students use to improve their english skills. review of literature students’ writing writing is a method to communicating thought. it is a place to express feelings, experiences, ideas, and thought. writing encourages thinking and learning for motivates communication and makes thought available for reflection. everyone has differences of writing skills. so, writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements (heaton, 1988 #3). literacy narrative writing is a part of english skill that difficult becomes a habit. it has always important place in most english. more 63 ever, people want to write the essay or story must know the steps in writing process and aspects; they should be able to organize the ideas, to construct the sentences, to use punctuations and spelling well. writing literacy narrative affords a sense of students’ prior literacy experiences and students general feelings toward writing and reading. literacy narrative is an essay in which you share a story about your personal engagement with reading, writing, thinking, and or language. for this assignment, you will a narrative essay based on some past experience – either from long ago or in the recent past – related to literacy. this could be a positive or negative experience. (givens, 2010, p. 9). so literacy narrative is not only a media to know the students writing ability but also to know the cultural artifacts that use to improve the students’ ability in english. literacy narrative is a first-hand narrative about reading, writing, listening, speaking, thinking and/or language. it often focuses on powerful memories about events, people, situations, places-times when people tried and succeeded or tried and failed; some who gave another people a chance or took one way, situations when some taught another people how to do something or when people taught someone else. it can be sad or happy experiences, poignant or funny, informative or incidental. by writing literacy narratives, they share experience to improve their skill in reading and writing through cultural artifacts. cultural artifacts cultural artifacts are used as media to improve the students’ ability in english. it means that when the students improve their ability in learning english, their identities are change. cultural artifacts itself are tools to create the students’ ability. it is a cultural mediation and the constitution use of an artifacts exhibit it’s temporally local as well as its historical constitution, it never distinguishes between the term of artifact and tool (thore, 2003, p.40). cultural artifact has the important benefits, one of them is as a tool to improve the student’s ability in english, from bad skill become good skill. good skill means figurative identity. holland et al discussed that the purpose of artifacts is as pivots or opening to what they term figured worlds (holland et al., 1998, p.52). the kind of cultural artifacts are very assortment, such as; books, novels, comics, teachers, parents, families, extracurricular, courses, and others. in retnaningdyah’s book entitled “suaradarimarjin” write that the kind of cultural artifacts like as books, pens, laptop, or other conceptual aspects such as language ability and technology. the kind of artifacts is kind of symbols or objects that written by a collective attribution of meaning (bartlett, 2007, p.55). this statement is supported by holland et al. (1998) who state that cultural artifacts are symbols for change the identities, a symbol for positioning themselves that crossed a number of figured worlds (p.130).in changing the students’ identities, cultural artifact is as a facilitator in human action. it becomes tools engaged in process of improving students’ identities. 64 research method this study using qualitative research to describe the research questions “what cultural artifacts do students use to improve their figurative identity through students’ literacy narratives.” words and sentences are used to represent the data that are going to describe a phenomenon, a process, or a particular point of view from the perspective of those involved (ary, jacobs, razavieh, & sorensen, 2010, p. 29). based on the students' literacy narratives, qualitative research has "traditionally" been conducted by means of personal experiences in life stories. using this strategy allows the writer to become the key instrument in the research process, gathering information rather than using students' writing literacy narrative assignment and interview as the basis for gathering data. the interview is beneficial to gain the respondent's deep information (alwasilah, 2000). the students' literacy narratives assignment will classify into three parts; positional identity, cultural artifacts, and figured worlds. interview conducted with five students based on their positional identities in their literacy narratives assignment. the participants of study are the students of senior high school in lamongan, especially ix-mia 4 that consists of 20 students. finding and discussion the cultural artifact in creating students’ figurative identity relating to the previous discussion about positional identity, the finding shows that several students made transition from poor (novice) to good (expert) whether in reading or writing or speaking skills. improving from the low level to high level, the student should have tool or media to obtain the transition. in literacy narrative, the media which is used can be called as cultural artifact. as what has been formulated in previous chapter that cultural artifact is kind of symbol or tool engaged in process for positioning themselves that crossed a number of figured worlds. a research of the interaction of “latanya” which emphasize that the social, cultural, and historical use and transformation of artifacts in activity (leander, 2002, p. 203). it means that through artifacts the students can change their identity because kinds of artifact used to create their identity from novice to expert in reading, writing, speaking of other skills. it also indicates the students’ positioning (holland et al., 1998, p. 133). it is an evidence to show the students transition to create their figurative identity. everything could be cultural artifacts that encourage the students to improve their identity. in this study, the researcher discovers several of cultural artifacts which is used by the students are book, teacher, english club, and literacy program. book student and book are inseparable. unarguably, book becomes the most used by the students in improving their identity in english rather than other cultural artifacts. some of the students explained that they prefer like to read novels than any other books. they told that they are not only reading english books but also indonesian books. when they were reading english books or indonesian books, they found millions vocabulary. they felt more confidence because they asserted themselves as “anakgaul”. they choose a book which makes them fun and enjoy when they are read it. the interview has 65 been done to represent that books were their cultural artifacts. [pujiati] i think my reading skill have improved since i like to read book, especially about k-pop. but after literacy program was implemented i became more active reading books. each class have mini library which contain of novels, comics, magazines, textbooks, and others. that all is donation from ourselves. the mini library makes us easy to read. (interview, 9/6/17). but it is notable that the kind of the books is different such as novel, comic, magazine, and english text book. the most read by the students were novel and the less read by them were english text book. the english textbook read by the students were decided only on the genre text such as narrative, descriptive, recount and so forth. it can be seen from the students’ statement below; “i started a little interested to read book whether it’s a novel or short story.” the sentence spoken by rahayupujiati can be underlined that the students more interested in literary works to read rather than the lesson text book. in addition, this finding really helps the teachers to be aware in deciding the text used to teach their students. teacher as student “long time i feel happy learning english because my teacher is fun”. another student told that the teacher has been helped them to improve their ability in english. “she taught me how to read and speak in english. rather difficult but it will be easy if done really my master’s words”. based on their statements, it can conclude that teacher is a person who more talented and competence which makes the students motivated to learn in reading or writing or speaking or english language. [muafif] the people who played an important role to encourage my motivation to learn more to write are my english teacher and tutor in english club. especially my english teacher in this grade. she always gives me suggestion to join english. (interview, 9/6/17) the second most courageous cultural artifacts to improve students identity in english is the teacher. teacher who encourages the students more often will give special effect to students’ motivation to learn english. the students should feel supported and trusted to be able to improve. this finding is useful for teacher to be more active in encouraging students in learning english and making them believe that they can improve their identity. the student said, “long time, i feel happy in learning english because my teacher is fun”. another student told that the teacher has been helped them to improve their ability in english. “she taught me how to read and speak in english. rather difficult but it will be easy if done really my master’s words”. based on their statements, it can conclude that teacher is a person who more talented and competence which makes the students motivated to learn in reading or writing or speaking or english language. through those cultural artifacts, the students are succeed in improving their identity from bad to good. that good condition is called figurative world or figurative identity. understanding of 66 improvisation and innovation of students’ ability to make choices and changes determines their new identity to be good identity. by reading english books more often than before and loving the activity encourage the students to move from bad reader to good reader. by sharing with the teacher more often about the way to write in english encourages students to move from bad writer to good writer, and so forth. but, one condition had been analyzed in the previous chapter that one student shows her flat result since her writing did not show the improvement of her identity. she did not have cultural artifact to lead forward to figurative identity. so she did not move from bad speaker to good speaker. by this result, it is clear that cultural artifact is absolutely helpful to improve students’ ability in english. ultimately, through literacy narrative, it reveals that students really need encouragement to motivate them move their identity. finally, the use of literacy narrative to identify students’ identity in english is revealed that cultural artifact is important to improve students’ positional identity to figurative identity. english club besides book and teacher, extracurricular also motivates students to improve their english skills. it serves many activities in english such as english club to improve their ability. through english club, the student can learn more about language skill whether in reading, writing, and speaking outside school activity. english club which has been observed by the researcher shows several programs which make student fun, such learning by game. the school deliberately held this program to help the students solve their problem in english skill because it is the important skill which is useful for their future. in this occasion, this study reveals the influence of english club toward the formed of student’s figurative identity, as has been elaborated in previous discussion that novita who positions herself as poor reader and writer, joins english club in his school. in the beginning of narrative which is written by her, she narrates that before he joins english club, she is really poor in reading and writing. as she said in her narrative that, “i join english club in my school, it helps me” based on a piece of quotation above, the cultural artifact which become a medium that helps novita is the activity which is held by english club in her school. she focuses on reading and writing skill due to she realizes her ability in conducting reading and writing skill. in this circumstance, english club plays role in creating identity. [novita] as i told you, since i joined in english club my reading and writing skill was improved. now, i know the structure in writing and also i often read books. i am not only reading novels or comics, but also books about science. (interview, 12/6/17) furthermore, another student named germawan also used the cultural artifact in developing his identity. in this case, germawan joins english club in his school because he realizes that he lack of knowledge in english skill. when joining this program, germawan attempts to read more books and write everything in english such diaries or another thing. it is 67 one of the program which is held by english club where he join, as he narrates in his narrative that, “english club makes me read and write everyday” relating to that quotation, it strongly shows that by joining english club, he is forced to read every day whether it is novel, magazine, or the other books. he is also forced to write everything, minimally about every single moment that he faces every day, but this program hopes that he is able to write more than his activity such short story, news, or others. in this case, english club plays role in creating germawan’s identity from bad both reader and writer to be better. literacy program the prominent cultural artifact which is used in creating figurative identity is the holding of literacy program, many schools in indonesia often hold in order to make the students improve their skill in english language. in this program, the student must read book before school is started, student is freely to choose book as they prefer to read. after that, they are ordered to write what they get from that book. this program really helps the student to improve student’s interested in reading book and writing, by this program student can enrich their knowledge and their ability becomes increased. as in adifa’s narrative, “when i realize that my writing is bad. in literacy program, i hope my writing skill will improve”. this statement also supported by her interview script; [adifa] i never realized that literacy program is very useful to improve my writing skills. begin from ten grade, after read book every student should write the summary of each book that we read. (interview, 12/6/17) in this circumstance, the researcher also observes the literacy program which is held in the school where she conducts this research. the literacy program which is held in this school not only provide book in indonesian language, but also english book including novels, magazines, or english textbook. this program has proved that it kind of cultural artifact which influences more students in creating figurative identity. it can be proven through all of the literacy narrative which become the data of this study. most all of students narrate that they are able to improve their ability in english skill. therefore, it can be concluded that many cultural artifacts could help student in changing positional identity. conclusion this study reveals an objective which is formulated in the research question. concerning with the first question, this study identifies the cultural artifacts students use to create the students' figurative identity. as shown in the finding that students’ identity in english ability has pointed to improvement from positioning identity to figurative identity. the change of condition of students’ ability to the good ones is passed through the cultural artifacts students had which influence the improvement of their identity. it reveals that book is the most used artifact had by the students, followed by teacher literacy programs and the last english club. however, the result also reveals that one student shows no improvement from positioning identity as a bad speaker to the good one even she mentioned the cultural artifact such as teacher and english course 68 she used to get improved. and also a student has decreased identity from good writer to be bad writer. instead, book as her cultural artifact made her identity decline. by reading some books, she realized that her writing is good. this finding leads to conclusion that some students may not have any tool or media to motivate her learning english. through literacy narratives, this problem can be discovered because they can share their problem through written. references alwasilah, a. c. (2000). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. ary, d., jacobs, l. c., razavieh, a., & sorensen, c. k. (2010). introduction to research in education. wadsworth: belmont, usa. culberson, l. c. (1993). arrowheads and spear points in the prehistoric southeast; a guide to understanding cultural artifacts. united states america: the university press of mississippi. givens, s. m. (2010). using affective assessment to understand our students’ identities as readers (and non-readers). inquiry: the journal of the virginia community colleges, 15(1), 2. holland, d., lachicotte, w., jr, skinner, d., & cain, c. (1998). identity and agency in cultural worlds. cambridge: cambridge, ma: harvard university press. leander, k. (2002). locating latanya: the situated production of identity artifacts in classroom interaction. research in the teaching of english, 37, 198-250. urrieta jr, l. (2007). figured worlds and education: an introduction to the special issue. the urban review, 39(2), 107-116. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 15 utilizing questioning technique to improve the students’ comprehension skills on expository texts heri hidayatullah (1) (heri7262@gmail.com (1) ) faculty of education for language and art (fpbs) mataram institute for teacher training and education (ikip) abstract this collaborative classroom action research (car) which was assembled in two cycles aimed at describing the implementation of questioning technique in improving the students’ comprehension skills on expository text. the procedures of instruction involve four steps namely (1) explaining and brainstorming; (2) grouping and discussing; (3) leading; and (4) concluding and presenting. the finding which supported by data on the teaching-learning process shows that the percentage of the students who get greater than or equal to 20 point at the first test is 59.5 % and 80 % in the second test. accordingly, with 70 % of the participants get 20 point in the set-up criteria of success, it concluded that such technique is still outstanding in improving the students’ comprehension skills on expository texts type. keywords: comprehension skills, expository texts, questioning technique introduction comprehension skills are absolutely needed by people particularly those who intensively interact with reading in order not to be trapped onto a wrong concept because information they receive in their daily encounter contains propaganda. people who have such skills on their mental storage firstly evaluate what they read before they celebrate or undo it (mcneil, 1992:51). in other words, such skills encourage readers not to deliberately accept one’s written ideas without conducting deeply investigation at first. the term ‘comprehension’ is actually a broader perspective which contains amount of competences. they have been categorized based on the students’ intellectual skill level that mostly covers literal, inferential, and critical comprehension level (cahyono&widiati, 2011: 59). they further said that as a consequence of the classification, the comprehension skills are nowadays offered in a series of reading comprehension (rc) for instance at the english department of state university of malang, a series of rc course are literal, interpretive, affective, and critical reading. but at the english department of ikip mataram, this series of it are rc 1, rc 2, rc 3, and rc 4. pursuant to the classification of competences and the students’ intellectual journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 16 level, it is argued that the students whose cognitive level at affective reading or rc 3 should be trained to evaluate author’s arguments on a passage through identifying his/her conclusion, distinguishing facts from opinion, determining reliability, and identifying faulty arguments (carnine et al, 1990; pedomanakademik ikip mataram, 2008). a preliminary study has been conducted at the third semester students of class e in english department of ikip mataram, in which they have not fulfilled the expectation of curriculum in that institution along with what has been proposed by carnine and his colleagues. due to a question is mainly addressed to the teaching technique since their english proficiency which is measured based on their summative score for four language skills in the previous semester is categorized at the intermediate level. in addition, the reading materials were carefully selected in accordance with their cognitive level which is reflected on the readability of texts. by contrast, the procedures of teaching that cover four steps (explaining, discussing, concluding, and exercising) seemed not giving a valuable contribution to achieve the required competences. it is indicated that the maximizing of questions became the main issue, in which it influence on the interaction and role play of all parties. this paper was carried out to describe the implementation of questioning technique with some modification in its procedures. the modification was on the basis of the weaknesses found during the preliminary done which is also supported by some theories. fraze& rose (1995) uttered that an interactive teaching can be found throughout the current technique among teacher-students, studentsstudents, and students-reading passage. during the implementation of such technique, it is identified that the role of practitioner is what we call as a frontal teaching or teacher-centered instruction, in which the information senders stand in front of the class for telling, explaining, and asking (ruddel, 2005:121). however, questions that are utilized here focus on guiding, facilitating, and monitoring students in achieving the required competences as well as encouraging the passive participants to become more active. moreover, it is assumed that one can not apply a particular type of questions since we can not predict whether the students can answer it or not. due to the questions in this study focus on what has been proposed by morino institute (2001), in which the questions have a room for exploring answer, evidence on the basis of interpretation, and no wrong answer. in term of sequential order of questions, callahan (1992) proposed questions from lower to higher that might help improve the required skills. in the process of applying questions, metacognition and prior knowledge play important role. the former deals with understanding texts beyond the author’s perception or determining the author’s weaknesses (vacca et al, 1999:46), but the latter comes as a basis to identify the weaknesses and to make a sense on a new experience (nunan, 1999:201). journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 17 method a collaborative classroom action research was employed, which took 40 students of class e regular at the english department of ikip mataram as subjects. this design comprises four steps namely planning, implementing, observing, and reflecting. in the planning stage, questioning technique model like explaining and brainstorming (step 1), grouping and discussing (step 2), leading (step 3), and concluding and presenting (step 4) is prepared. a criterion for measuring the succeeding of technique implemented is viewed if 70 % of the students gained 20 point from the result of the preliminary reading test, in which it considered some aspects such as the students’ initial skills, the complexity of the materials, and the instructional facilities. research finding cycle 1 in accordance with the teachinglearning process, some challenges could be noticed as teacher’s obstacles that need to be revised are dealing with the classroom management, the leading activity, and the students’ difficulty in mastering some of the six required competences. however, the required steps in lesson plan could be followed well, the sequence of the six competences was well-ordered from the easiest to the hardest competences, and the variety of questions is applied. the result of the reading test shows that the number of the students who gained less than 20 point was 15 out of 37 since from 40, 3 were absent without any reason when the test was administered. due to they who gained less than the minimum point was 40.5 %, by which 8 students (21.6 %) improved between 1 – 9 point and 7 of them (18.9 %) improved between 10 – 19 points. the students who gained point equal to 20 were 7 (18.9 %) out of 37 and 15 (40.6 %) gained point greater than 20 point or there was 59.5 % gained equal to or greater than 20 point. no interval preliminary test percentage cycle 1 test percentage 1 41 – 60 31 77.5 % 2 5.4 % 2 61 – 80 9 22.5 % 30 81.0 % 3 81 – 100 5 13.6 % total 40 100 % 37 100 % from the above table, it could be clearly seen that from 77.5 % of the students who got score on the interval of 41 – 60 in the preliminary test was drastically decreased into 5.4 % in cycle 1 test. next, there were 22.5 % of them who got score on the interval of 61 – 80 in the preliminary test improved into 81.0 % in cycle 1 test. at last, there were not any of them who got score on the interval of 81 – 100 in the preliminary test but it was 13.6 % of them got it in cycle 1 test. due to the students who gained low score were drastically decreased and they who gained high score was improved, it meant that there was an improvement of the journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 18 students’ comprehension skills in this cycle. reflection comparing the students’ result on first cycle, in which the percentage fell into 59.5 %, to the set up criteria of success that required 70 % of them gained equal to or greater than 20 point, it indicated that questioning technique had not met the expectation of this action research and it is necessary for the researcher to assemble cycle 2. in addition, the 59.5 % was in accordance to what work well during the implementation of the technique need to be maintained. by contrast, the classroom management, the leading activity, and the students’ difficulty in mastering some of the six required competences as obstacles to reach purposes are the main issues to be revised in the following cycle. cycle 2 this cycle found that the number of the students who gained less than 20 point was 7 out of 35 since from 40, 2 were absent without any reasons, 2 were sick, and 1 asked permission for visiting his parents in holland. in one hand, only 20 % students gained less than the minimum point or there were 4 (11.4 %) who improved between 1 – 9 point and 3 (8.6 %) of them improved between 10 – 19 points. on the other hand, there were 8 out of 35 students gained point equal to 20 (22.9 %), 20 out of 35 (57.1 %) gained point greater than 20. all in all, there was 80 % gained equal to or greater than 20 point. no interval prelim test % cycle 1 test % cycle 2 test % 1 41 – 60 31 77.5 % 2 5.4 % 2 5.7 % 2 61 – 80 9 22.5 % 30 81.0 % 22 62.9 % 3 81 – 100 5 13.6 % 11 31.4% total 40 100 % 37 100 % 35 100 % it could be clearly seen now that the students’ score on preliminary test in the interval of 41 – 60 decreased from 77.5 % to 5.7 % in cycle 2 test. next, there were 22.5 % of them who got score on the interval of 61 – 80 in preliminary improved into 62.9 % in cycle 2. at last, there were not any of them who got score on the interval of 81 – 100 in the preliminary test but it was 31.4 % of them got it in the cycle 2 test. it was also noticed that the students’ score on cycle 1 test in the interval of 41 – 60 improved from 5.4 % to 5.7 % in cycle 2. next, there were 81.0 % of them who got score on the interval of 61 – 80 in preliminary decreased into 62.9 % in cycle 2. at last, there were 13.6 % of them who got score on the interval of 81 – 100 in preliminary improved into 31.4 % in cycle 2. thus, because the students who gained low score were improved and the students who gained high score were decreased, it meant there was an improvement of the students’ comprehension skills in cycle 2. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 19 reflection the weaknesses made in the previous cycle become priority of discussion in this part. the issue on classroom management was maximally solved resulting a well-organized teaching although there were a few students still did irrelevant things during the activities. the next issue was on the leading activity, it was all members alternately got their chance to be led with questions. the last issue remained problem, in which there was not any good solution offered particularly on mastering two out of six competences (determining the reliability and identifying the author’s faulty argument). however, the achievements made were wellmaintained. discussion the arranging competences from the very simple to the complex one needed to be designed. this point of view had been manifested in many disciplines including rc for instance literal, inferential, and critical level (carroll, 1977; davis, 1972 in carnine, et al, 1990:40; cahyono, et al, 2011:59). due to a good arrangement eased learners acquire instructional objectives despite the teaching procedures. dealing with this current study, the researcher kept doing such strengths for both cycles. a modification was necessary to conduct on the weaknesses of instruction. however, from the three, there were two urgently modified namely the students’ involvement and the classroom management while the familiarity of the required competences eventually repeated which in turn familiar to the learners. the former played important role in putting mutual helpfulness in groups and active participation of all members in discussion therefore questioning can benefit the teachers who want to provide a chance for the students to interact in english in meaningful ways (richards &renandya, 2002:52; gebhard, 1999). the latter should be done maximally as stated by regina, et al (2007) that organizing classrooms and managing the behavior of students is critical to improve outcomes for students in general and special education or skills. conclusion conducting two cycles in this collaborative classroom action research, it sums up that although questioning technique seems more traditional than any other teaching techniques but it still contributes to improve the students’ comprehension skills. the improvement could be seen from the set up criteria of success that had been achieved (the percentage of the students who gain greater than or equal to 20 point at the first test is 59.5 %, 80 % in the second cycle). such gain is also supported by the findings on the teaching-learning process, in which the weaknesses made in cycle 1 has been completed in cycle 2 except two out of six required competences and what works well on the current technique is maintained. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 20 references cahyono, b.y., & widiati, u. (2011). the teaching of english as a foreign language in indonesia. malang: state university of malang press. callahan, j.f., leonard h.c., & richard d.k. (1992). teaching in the middle and secondary school. new york: macmillan publishing company. carnine, d. et.al. (1990). direct instruction reading. (2 nd ed.). columbus: merrill publishing company. frazee, b.m., rudnitski., & rose, a. (1995). integrated teaching method: theory, classroom application and field-based connections. new york: delmar publisher. gebhard, j.g. (1999). teaching english as a foreign language or second language: a teacher self-development and methodology guide. ann arbor: the university of michigan press. mcneil, j.d. (1992). reading comprehension: new directions for classroom practice. (3 rd ed.). new york: harpercollins publishers. morino institute. (2001). questioning. retrieved on 10 th of march 2011 from http://www.youthlearn,ksxorg. nunan, d. (1999). second language teaching & learning. new york: heinle&heinle publishers. pedoman akademik. (2008). pedoman akademik ikip mataram tahun 2008-2013. mataram. richards, j.c., & renandya, w.a. (eds.). (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. ruddel, m.r. (2005). teaching content reading and writing (4 th ed.). hoboken: john wiley & sons, inc. vacca, r.t., & vacca, j.a.l. (1999). content area reading: literacy and learning across the curriculum. (6 th ed.). new york. addison wesley longman. http://www.youthlearn,ksxorg/ journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 70 a stylistic analysis of persuasionin wonderful indonesia’s advertisement aang fatihul islam (1) , dian anik cahyani (2) (aang.stkipjb@gmail.com (1) , diananik.stkipjb@gmail.com (2) ) english department stkip pgri jombang abstract widely language is interconnected, language, for example, as a means of expression in advertising. wonderful indonesia conducted with the aim to analyze the linguistic aspects of the narrator's danger style in persuading from the public or the public about the greatness of indonesia. the main purpose of this research is to remove the kind of language style features including lexical patterns and lexicon-syntax options that can be metaphorical and prosodic features in the movements of audiences or listeners that are implemented in the advertising of wonderful indonesia choice. this research uses a content analysis research design with stilistika approach. the findings show the narrator in the advertisement wonderful indonesia applies two types of stylistics with lexical patterns that become: repetition, parallelism, and numbers. the second type is the lexicosyntactic option (figurative language) which is: antithesis and personification. keywords: analysis of style, persuasion, advertising introduction the unique manner in which each particular person expresses rhetoric, in commonly called style and maintains important rules in speech. it is needed to attain the purposes of communications, and to influence other people to agree with the speaker‟s ideas, while acting to create the same perception in others, all persuasively designed by the writer in his mind. the designed idea and thought are produced and elaborated using sophistication assorted utterances or sentences. manipulating the words, phrases, or even sentences, the writer can use a particular strategic manner by making a given choice preferable which is commonly called „stylistics devices‟. stylistics as part of linguistics has a different domain of analysis from linguistics. the difference between linguistics and stylistics is that linguistics is the science of describing language and showing how it works, stylistics is the part of linguistics which concentrates itself on variation in the use of language with special attention to the most conscious and complex language uses in literature (turner, 1973: 7). he also states that stylistics is not a stylish word, but it is well connected. stylistics means the study of style with a journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 71 suggestion, from the form of the word, of scientific or at least a methodical study (1973: 08). widdowson (1975: 4) states that stylistics is an area of mediation between two disciplines. it means that stylistics can provide a way of mediating between two subjects: language and literature stylistics is the bridge between literature and linguistics, it can be said that stylistics can provide a way of mediating between two subjects english language-literature and two disciplines namely linguistics and literature or literary critic. beside that pararel construction as one of stylistics devices as variation of speech style in the context of oral and writing style in the context of written. this is like what katy carlson (2001: 4-6) said that application of parallelism or pararel construction is improves writing style and readability, and is thought to make sentences easier to process. so it is mean that listener or reader will eassy to comprehend what speaker or writer motive that created through his speech so will get succesful communication. stylistics has a role in intertain the reader with the beauty of language choice. related to beauty of language, wonderful indonesia‟s advertisement is one of interesting object in this study. there is one advertisement which contain of some stylistics features namely wonderful indonesia‟s advertisement. because of that researcher investigated this advertisement by using stylistics approach. the study is focused on investigating the selected wonderful indonesia‟s advertisement. in this study the researcher analyzes the utterances which contain persuasion used by the narrator of wonderful indonesia within the stylistics device and how those devices especially lexical pattern lexicosyntactical choice or figurative language, and prosodic feature implemented to convey the persuasion in the attempt to persuade the audience to the grandeur of indonesia. the limitation of this study is the use of persuasion used by the narrator in the selected wonderful indonesia‟s advertisement namely: culture and heritage, nature and eco-tourism, and culinary. method this study employed content analysis. whereas, this study applied stylistics approach to analyze the data. the data of this study is transcript of wonderful indonesia‟s advertisement which consist of stylistics construction namely lexical fetures and figurative language as persuasion used by the narrator. the data is obtained through observation (non participant observation) and documentation (creswell, 2002:223). finding and discussion lexical features for persuading regarding the stylistic analysis, it is found that the speakers use specific terms of lexical pattern in conveying their idea in delivering the power of journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 72 advertisement. the terms seem to be taken into deep consideration before uttered in front of the watcher or hearers. the selections of words are obviously an emphasis through the language style. application of repetition : it is the deliberate use of a word or phrase more than once in a sentence or a text to create a sense of pattern or form or to emphasize certain elements in the mind of the reader or listener. it can be utilized a major rhetorical strategy for producing emphasis, clarity, amplification, or emotional effect. in order to be persuasive, good advertisement concerning message to get positive respond to communicate righteousness. jones and wareing argue that repeating certain phrases contributes towards making the ideas contained in them seem “common sense‟ (1999: 39). in good advertisement, word-repetition can be used to hold the advertisement together, but also to emphasize moral values (beard, 2000: 39). (1) …….indonesia‟s eco adventure….eco tourism in indonesia….wonder of indonesia…(winet/rep ) here, the word “indonesia” was intentionally repeated. in this advertisement (wonderful indonesia nature and eco-tourism), narrator was delivering about the vision that there are some wonderful things in indonesia. so, the word “indonesia” was repeated three times to highlight its importance to be taken attention toward indonesia‟s riches owner and to make a good effect on the watcher/ hearer. beside that words “indonesia” also repeated some times in some sentences, namely in wonderful indonesia-culinary‟s advertisement. some repetitions indicated that narrator wanted watcher/listener pay attention that culinary of indonesia are wonderful. (2) ….taste to be indonesia…and indonesia favorite past time…friendly method indonesian people…wonderful indonesia. (wic/rep) (3) ……wonder in nature…natural diversity…exploring nature…….and the natural wonders…nature and…( winet/rep) here, the words “nature” was intentionally repeated in some sentences in this advertisement, narrator was delivering of his intention to participate and fight on behalf of the middle class. so, the word “nature” was repeated in some sentences in sequence to show his great and strong emphasis of wonderful of nature in indonesia. (4) …histories…prehistoric…histor ical and… (wich/rep) here, the words “history” was intentionally repeated in some sentences in this advertisement, narrator was delivering of his intention to emphasize heritage in indonesia which strongly by repetition of words “history” to the watcher/listener. so, the word “history” was repeated three times to show the great and strong emphasis of heritage of wonderful journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 73 indonesia. (5) …age-old-cultures…heritage shaped by diverse culture…leading cultural…historical diversity where various culture…cultural history unfold…(wich/rep) here, the words “culture” was repeated in some sentences in this advertisement, narrator was delivering of his intention to emphasize old culture as the great heritage in indonesia which strongly express by repetition of words “culture”. so, the word “culture” was repeated five times to show the great and strong emphasis of various culture as heritage of wonderful indonesia. (6) ….and culture…and local culture…(wic/rep) in other advertisement of wonderful indonesia‟s device namely culinary also repeat words of “culture” also emphasize description of culinary as one of indonesian‟s cultures. this style used as power language as persuasive way to the watcher/listener in wonderful indonesia‟s advertisement. (7) …prehistoric times…test of times…ancient times…modern times……(wich/rep) here, the words “times” was repeated in some sentences in this advertisement, narrator was delivering of his intention to emphasize culture and heritage period in indonesia which strongly express by repetition of words “times”. so, the word “times” was repeated four times to show the great and strong emphasis of times of culture and heritage of wonderful indonesia. (8) ….as one of indonesia‟s true……history of indonesia…wonderful indonesia. (wich/rep) here, the words “indonesia” was intentionally repeated in some sentences in this advertisement, narrator was delivering of his intention to emphasize heritage in our country namely indonesia which strongly express by repetition of words “indonesia” to the watcher/listener. so, the word “indonesia” was repeated three times to show the great of culture and heritage of indonesia. (9) …adopting wonderful traditional art form to modern…wonderful indonesia (wich/rep) here, the words “wonderful” was intentionally repeated in two sentences in this advertisement, narrator was delivering of his intention to emphasize the greatness of culture and heritage in indonesia which strongly express by repetition of words “wonderful” to the watcher/listener. so, the word “wonderful” was repeated two times to show the great of culture and heritage of indonesia. (10) ….from day to late night…the night surprise…(wic/rep) here, the words “night” was intentionally repeated in two sentences in this advertisement, narrator was delivering of his intention to emphasize that to enjoy journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 74 indonesian‟s culinary we will feel comfort and happy until night time. by these words watcher will be brought to good description about the situation of in indonesian‟s culinary as one of wonderful indonesia. (11) …back for more…that festive to more…and for more adventurous…(wic/rep) the words “more” was intentionally repeated in three times in this advertisement, narrator was delivering of his intention to emphasize that to enjoy indonesian‟s culinary we will feel comfort and happy and as if need more times. by these words watcher will be brought to good situation of indonesian‟s culinary as one of wonderful indonesia. (12) …exotic culinary…fusing culinary…(wic/rep) the words “culinary” was intentionally repeated in two times in this advertisement, narrator was delivering of his intention to emphasize that indonesian‟s culinary is unique and complete. by these words watcher will be brought to culinary description of indonesian‟s culinary as one of wonderful indonesia. application of parallelism : the art of persuasion is further enhanced through the incorporation of specific linguistic devices. in obama‟s speeches, the stylistic device of parallelism combined with repetition became the carrier to emphasize main contents that obama wanted the audience to notice. parallelism is a device which expresses several ideas in a series of similar structures. this can serve to emphasize that the ideas are equal in importance and can add a sense of symmetry and rhythm, which make the speech more memorable (jones & peccei, 2004:51). one reason why politicians use parallel patterns of discourse in their speeches is to draw attention to a particular part of their message and make it stand out from the rest of the speech. the following explanations will examine the occurrence of parallelism at the word, phrase, and clause level. (1) …protecting its ecology and biodiversity…(wine/pararel) the sentence above indicateds that ecology and biodiversity are equivalent nature and eco-tourism which were must to be protected by us as indonesian‟s society. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (2) …natural diversity and tropical climate…(wine/pararel) natural diversity and tropical climate also the equivalent thing in equivalent nature and ecotourism which are same wonderful. parallelism used by narrator indicated two important things explore together to gain more effect from watcher/listener. (3) …28.000 kinds of flowering plants and 300.000 wildlife species….(wine/pararel) journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 75 28.000 kinds of flowering plants and 300.000 wildlife species also two equal things in nature and ecotourism which proper to home at national parks. (4) …keeping balance between preservation and development…(wine/pararel) the sentence above indicateds that preservation and development are two same important things in nature and ecotourism which were must to be preserved by us as indonesian‟s society. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (5) the unique ecosystem and resorts providing……(wine/pararel) the sentence above indicateds that the unique ecosystem and resorts are two same important things in nature and ecotourism which will make visitor feel comfort. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (6) …the hearts have both houses and visitors…(wich/pararel) the sentence above indicateds that houses and visitors are two same important things that shelling the hearts. they are also as two things which complete each other. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (7) …historical and geographical influences…(wich/pararel) pararelism in words above indicated that historical and geographical influences are two same important things that recognized as one of indonesia‟s true national treasure. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (8) …today‟s legacy of art and craft continues to…(wich/pararel) the sentence above indicateds that legacy of art and craft are two same important things that continues to enrich the country (indonesia). they are also as two things which complete each other. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (9) …leading cultural and historical diversity where various culture…(wich/pararel) the sentence above indicateds that cultural and historical diversity are two same important things in culture and heritage. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (10) original recipes and tradition of fame…(wici/pararel) (11) prepared with much love and passion…(wici/pararel) (12) …fusing culinary customs and ingredient…(wici/pararel) the sentences above have pararelism construction, until constructed in sequence indicateds that culinary in indonesia the complete things. the narrator with the beautiful languages invites the watcher to understand the journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 76 completeness of indonesia‟s culinary. parallelism here indicated two important things explore together to gain more effect from watcher/listener. (13) …. the mouth watering journey that lift the spirit and broadens the mind…(wici/pararel) the sentence above applied pararelism construction indicatedd that culinary in indonesia will bring us to the mouth watering journey that lift the spirit and broadens the mind. the narrator with the beautiful languages invites the watcher to understand the completeness of indonesia‟s culinary. parallelism here indicated two important things explore together to gain more effect from watcher/listener. application of accumulation : fresh food, fresh from the ocean waned in baked instantly and stared straight table inspired by its astounding nature and culture ready to be exploited even mouth wide range any step out of your comfort zone (wicl/accum.) accumulation used in sentences above indicatedd that the narrator try to accumulate ideas related to culinary by using repetition of words “fresh” twice to extract watcher/listener attention toward wonderful indonesia-culinary advertisement. figurative languages for persuading in this part, the researcher concerns to reveal and explore the lexicosyntactical choice defined as figurative language. obama‟s campaign speech uses figurative language that determined as a language that cannot/ should not be taken literally; it is used as a way of saying something other than the ordinary way (perrine, 1988: 565). the figures of speech used are mostly metaphor, antithesis and satire and few in the forms of hyperbole and metonymy. application of antithesis : in terms of language in advertisement, antithesis is also used as an tool to beautify the language in a unique way to give extra effect and force to the narrator message in order convince people in order to get more attention about the wonderful indonesia. antithesis is also used to establish contrast between ideas, phrases or words. …origins are on past, but it‟s the adaptation of the blending of international and local cultures…(wici/pararel) one of the most used figures in wonderful indonesia‟s‟ advertisement is without a doubt the antithesis. through antithesis, the narrator here used it convey the hidden and intended meaning intentionally. narrator used antithesis to persuade the watcher/ listener to accept the interesting idea about culinary. application of personification : in terms of language in advertisement, personification is also used as an tool to beautify the language in a unique way to give extra effect and force to the narrator message in order convince people in order to get more attention about wonderful indonesia. we can see the quotation below: …missus and divine temple sit down on the landscape…(wich/ personif.) journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 77 personification is also to make language more life and attractive. so that, the watcher/listener will be involved on the narrator message in wonderful indonesia‟s advertisement. missus and divine temple described as if sit down on the landscape. so that, through the smart language in this advertisement the narrator applied personification to obtain more attention from the watcher/listener. conclusion the writer has drawn the conclusion that the narrator in wonderful indonesia‟s advertisement utilized numerous stylistic features. in fact, the stylistic feature generally implemented in the corpus of the sources of the data are: repetition, parallelism, and accumulation, that prominently used in terms of persuasion. nothing else could be in place of a right and appropriate use of language in order to achieve the purpose of informing or stirring up the emotion of watcher/listener and making a striking impression on them. the narrator of wonderful indonesia‟s advertisement was very amazingly skillful in using his rhetorical device to employ the stylistic feature to embellish his language through the stylistic elements of language used to convey and convince the people to believe that indonesia is really wonderful. the narrator addressed the description of culture and heritage, nature and ecotourism, and culinary in beauty langugae. then, it can be safely concluded that the narrator of wonderful indonesia‟s advertisement also frequently employed figurative language covered antithesis, and personification as particular rhetorical stylistic device implemented in narrator campaign advertisement to persuade the watcher/listener purposefully to achieve more attention. the distinctive choice of words delivered through various figures of speech. lexico-syntactic choices elements show that choices of words have been purposely selected to enhance intelligibility between the writer or speaker and reader or hearer respectively. figurative expressions that utilized by the narrator were implemented by words or expressions that differ from the customary everyday conversational use of such expressions for the purpose of assigning them a special meaning. journal of english language teaching volume 3 nomor 2, agustus 2016 issn: 2548-5865 78 references barry, peter. (1995). the state of stylistics, new york: rodopi b.v. bormann, g., ernest and borman, nancy c. (1981). speech communication: a basic approach. new york: harpes and row publisher. bradford, richard. (2005). stylistics. london: taylor & francis library. carter, ronald., & simpson, paul. (1989). language, discourse, and literature: an introductory reader in discourse stylistics. london: routledge. charteris-black, j. (2011). politicians and rhetoric: the persuasive power of methaphor. new york: palgrave mac millan. creswell, john w. (2012). educational research; planning, conducting and evaluating quantitative and qualitative research. lincoln: pearson. finegan, edward. (2004). language: its structure and use. boston: wadsworth thomson corporation. keraf, gorys. (1989). argumentasi dan narasi. jakarta: gramedia. leech, geofrey n., & short, michael h. (2005). style in fiction: a linguistic introduction to english fictional prose, (second edi). london: longman. littlejohn, stephen w., & david, m. jabusch. (1987). persuasive transactions. usa: scott, foresman and company. renkema, jan. (1993). discourse studies: an introductory textbook. amsterdam: john benjamins publishing company. verdonk p. (2002). stylistics. oxford: oxford university press. widdowson. h. g. (1991). stylistics and the teaching of literature. london: longman group ltd. perrine, l. (1988). literature: structure, sound, and sense (5th ed.). orlando: harcourt jovanovich journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 34 figurative language in the scarlet letter lilik fadlilah (1) (lilik_fadilah80@yahoo.co.id (1) ) a teacher of smpn 1 labuapi – west lombok alumni of english graduate program ikip mataram abstract the purpose of this witing is to give a brief understandable of figurative language used in the scarlet letter novel and add references to undertand the social value and its implication. figurative language that stated in the novel connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification. hawthorne’s main device for communicating his message in the scarlet letter is figurative language that make the story flew strongly and has a highly stylized symbolic fable.the tight structure and figurative language of the novel is like walking in to many-sided of mirrors where we see every fact in unending succession of relation to every other fact. in other side, this writing can be used to broader knowledge about stylistics that it is reliable or recommended strategy in teaching linguistics and literature. keywords: figurative language, message, symbol. introduction figurative language has been widely examined by linguist in the study of literature in recent years. it is because figurative language has the essence of style and beauty. figurative language often provides a more effective means of saying what we mean than direct statement. in the specific sense, figurative language may take the form of figures of speech. figurative language is used in any form of communication, such as in daily conversation, articles in newspaper, advertisements, novels, poems, etc. the effectiveness of figurative language in four main reasons, perrine (1982) first, figurative language affords readers imaginative pleasure of literary works. second, it is a way of bringing additional imagery into verse, making the abstract concrete, making literary works more sensuous. the third, figurative is a way of adding emotional intensity to otherwise merely informative statements and conveying attitudes along with information. and the last, it is a way of saying much in brief compass. she divides figurative language into seven types, namely metaphor, simile, personification, metonymy, paradox, overstatement, understatement, irony and illusion. figurative language connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification. this writing deals with discussion of the term of figurative language, the figurative of language used in the mailto:lilik_fadilah80@yahoo.co.id journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 35 scarlet letter novel, the function of figurative language in the novel. moreover, the scarlet letter : a romance is an 1850 work of fiction in a historical setting, written by american author nathaniel hawthorne. the book is considered to be his "masterwork".set in 17thcentury puritan boston, massachusetts, during the years 1642 to 1649, it tells the story of hester prynne, who conceives a daughter through an affair and struggles to create a new life of repentance and dignity. throughout the book, hawthorne explores themes of legalism, sin, and guilt. the writers choose this topic because figurative language has the essence of style and beauty. figurative language often provides a more effective means of saying what we mean than direct statement. in the specific sense, figurative language may take the form of figures of speech. on the otherside. discussion figurative language the term of ―figurative‖ language has traditionally referred to language which differs from everyday, ―nonliterary‖ usage. figures were seen as stylistic ornaments with which writers dressed up their language to make it more entertaining, and to clarify the meanings they wanted to convey. according to this view, literary devices such as metaphor, simile, personification and so on, embellished ―ordinary‖ language, and so forced readers to work harder at making meaning in a text. nowadays we recognize that all language is in some sense ―figurative‖ : there are very few ways of talking ang writing about the world that do not make of comparisons, symbols, and so on. the following are some important figures 1. simile the comparison of two elements, where each maintains its own identity. for example : ―my love is like a red, red rose.‖ here a person is compared to a flower in a way that suggests they have certain features in common such as beauty, fragility, and so on 2. metaphor the merging of two elements or ideas, where one is used to modify the meaning of the other. for example: ―the moon was a ghostly galleon tossed upon cloudy seas.‖ here the image of the moon in a cloudy night sky is merged with that of a sailing ship on stormy seas, so that some characteristics of the latter are transferred to the former. 3. personification the description of a nonhuman force or object in term of a person or living thing. for example,‖the gnarled branches clawed at the clouds.‖ here, the tree branches are given the characteristics of grasping hands. 4. symbol journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 36 the substitution of one element for another as a matter of convention rather than similarity. for example, in the biblical story of adam and eve, the serpent is used as a symbol of temptation. in the ceremonies of the modern olympics, white doves symbolize peace and freedom. language itself is also symbolic, since words and meaningasare associated purely by convention. 5. allusion a reference to another literary work, historical event or culture meant to bring symbolic meaning to the text. in the scarlet letter, many of the allusions are biblical or references to events during the height of the puritans’ influence in new englandbecause so much of our language is ―figurative‖ rather than literal, there is alwaysroom for disagreement about the meanings of words, phrases, and texts. differentgroups of readers may well ―decode‖ such language in different ways, according totheir beliefs, values, and social practices. in exploring the language of ―literary‖ and―nonliterary‖, texts, we need to consider the range of readings made possible by figuresof speech, and how this range of possibilities is limited or closed off by other featuresin the text and by specific ways of reading figurative language used in the scarlet letter novel the following extract is from hawthorne's novel in thescarlet letter. in these passages, some of the figurative language has been set in a cutting part of the paragraph a crowd of somber, drearylooking people has gathered outside the door of a prison in seventeenthcentury boston. the building’s heavy oak door is studded with iron spikes, and the prison appears to have been constructed to hold dangerous criminals. no matter how optimistic the founders of new colonies may be, the narrator tells us, they invariably provide for a prison and a cemetery almost immediately. this is true of the citizens of boston, who built their prison some twenty years earlier. the one incongruity in the otherwise drab scene is the rosebush that grows next to the prison door. the narrator suggests that it offers a reminder of nature’s kindness to the condemned; for his tale, he says, it will provide either a ―sweet moral blossom‖ or else some relief in the face of unrelenting sorrow and gloom. imagery is the other strong way in which hawthorne helps us to depict his images. imagery is the art of making images, the use of figurative language, and the ability to journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 37 create mental images. imagery’s hallmark is based on passion, using several similes and metaphors to create a vision in the readers mind. when placing two images next to each other to create a clear representation, you are probably using either a simile or a metaphor. a simile being when you would use the use of like or as such as in the first quote stated earlier. an allegory in literature is a story where characters, objects, and events have a hidden meaning and are used to present some universal lesson. hawthorne has a perfect atmosphere for the symbols in the scarlet letter because the puritans saw the world through allegory. for them, simple patterns, like the meteor streaking through the sky, became religious or moral interpretations for human events. objects, such as the scaffold, were ritualistic symbols for such concepts as sin and penitence. pearl is the strongest of these allegorical images because she is nearly all symbol, little reality. dimmesdale sees pearl as the "freedom of a broken law"; hester sees her as "the living hieroglyphic" of their sin; and the community sees her as the result of the devil's work. she is the scarlet letter in the flesh, a reminder of hester's sin. as hester tells the pious community leaders in chapter 8, ". . . she is my happiness! — she is my torture . . . see ye not, she is the scarlet letter, only capable of being loved, and so endowed with a million-fold the power of retribution for my sin?" every chapter in the scarlet letter has symbols displayed through characterization, setting, colors, and light. perhaps the most dramatic chapters using these techniques are the chapters comprising the three scaffold scenes and the meeting in the forest between hester and dimmesdale. hawthorne's ability to introduce these symbols and change them through the context of his story is but one of the reasons the scarlet letter is considered his masterpiece and a peerless example of the romance novel. the function of figurative language used by hawthorne in the scarlet letter hawthorne is one of the most descriptive, detailed writers to have ever lived. simply by beginning to read the scarlet letter we have already began to realize the great care and perfection that he exhibits in his writing. imagery and syntax definitely seem to be hawthorne’s skill. with the intricate word order, syntax, and the tremendous amount of comparisons he makes, imagery, he makes us, the reader, forget that we are doing just that, reading. while flipping each page of this novel it feels as if you were there living in the puritan society, feeling and seeing everything that occurs in hester’s life. this is a very difficult goal to accomplish, but we feel hawthorne gives a more than adequate representation of each occurrence in this tale. hawthorne’s main device for communicating his message in the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 38 scarlet letter is figurative language.figurative language connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification. conclusion in conclusion figurative language that stated in the novel connects any object or character to a symbolic meaning through simile, metaphor, allusion, or personification.hawthorne’s main device for communicating his message in the scarlet letter is figurative language that make the story flew strongly and has a highly stylized symbolic fable.the tight structure and figurative language of the novel is like walking in to manysided of mirrors where we see every fact in unending succession of relation to every other fact. references baym, nina. (1986). the scarlet letter: a reading. boston: twayne publishers. bloom, harold, ed. (2007). nathaniel hawthorne’s the scarlet letter. new york: chelsea house publishers. johnson, claudia d. (1995) .understanding the scarlet letter: a student casebook to issues, sources, and historical documents. westport, ct: greenwood press. kesterson, david b., ed. (1988). critical essays on hawthorne’s the scarlet letter. boston: g. k. hall. hawthorne, natahaniel. (1959). the scarlet letter. london. 92 solving the students’ speaking difficulties through interview and joke at mts al-muslimun nw tegal batulayar agus salim (agus.agsurfa@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this action research has been conducted to see how interview and joke are effective in solving the students‟ speaking difficulties at mts al-muslimun nw tegal. this research is aimed at conducting an enjoy strategy to teach speaking. this research have been conducted since march 2015, it is done in four procedures in giving the treatment; planning, action, observing and reflecting. then, pre-test and post-test are also the applied in collecting the data. meanwhile, the students consists two classes a and b, each class there are 23 students. b class was chosen as the sample. they are chosen because of a reason: the students do not have motivation to learn english. it is proved with the findings in pre-test, most of them in answering and expressing their ideas got a lot of mistaken and do not know what to do. after the treatment done, the significant change happen. it could be seen from the finding at post-test, most of them in understanding and answering the question they got better. it also proved with their pronunciation, vocabularies, fluent and accuracy getting better and better. it means that the interview and joke is one of the method teaching and learning good to be applied. this analyzing is temporarily dealing with the findings; it will be completed at the final report. key words: solving, speaking difficulties, interview, joke 93 introduction language is a means of communication or speaking. in this case, as a human being it must be able to communicate or speaking orally (akhyak, 2013). he also said, language has a main rule in students intellectual, social and emotional development and it is the key towards the successful studying the entire subject. speaking is a speech production that becomes a part of our dailies activities thorn burry (2005:5). in line with underwood he also stated that speaking means creative process, an active interaction between speaker and listener that involve thought and emotion. a good english communication should be supported with the students‟ intellectual, social and emotional development. in terms of communication, the intellectual means, the students should be able to produce the words and phrases in proper, creative, and active. in general the english learners are expected to be able to communicate fluently and accurately based on the social context. furthermore, in spoken english, they are hoped to be able to convey meanings and various spoken text that have certain communicative purpose. thereby, when they are communicating their pronunciation, vocabulary and grammar should be well. as a matter of fact, many english teachers or lecturers are able to communicate well, and apply the various techniques in teaching, but the students simply do not know how to go about learning the language. this is due to the fact that learning a language is often outside their experiences; because learning one‟s native language is simple natural part of growing up and normally the study of english take place only if the goal of passing the entrance exams with focus on grammar. therefore, lectures or teachers in teaching conversation should first focus on helping the students become better language users. wong (2004) in his research found that many international students in china accustomed to didactic and teacher-centered environment with less classroom conversation, and he also found that the students‟ acknowledge that their lack of english language proficiency in the classroom. in line with jdetawy (2011), he conducted his study in arabic foreign learners. he concluded that, arab foreign learner encounter many serious problem in the four language skills. for all students english is not their mother tongue language, the lack of the exposure as spoken by its native speakers, the arabic efl preference for using arabic in efl rather than english, the lack and weakness of the input in their language teaching context, the lack of the arabic efl learners‟ personal motivation, the inappropriateness and weakness of the english language. 94 the international students in china and arab are two examples of many students in the world encounter the same problem in mastering english in speaking. mts nw almuslimun tegal students are also one of them, speaking fluently and confidently are two difficult things to do. in speaking they got a huge problem on pronunciation, structure, vocabulary content and fluency. due to the problems they feel inferior, shy and not confident. therefore, this research is aimed at examining whether, interview and joke could be two better ways to motivate, improve, the students communicative capabilities. interview and joke are considered to be effective language learning strategies especially at mts nw al muslimun tegal . jokes is closely related to memory, as it is usually to recall an experience that occurred in a humors context, fahimah (2013) stated joke is also a device that create linguistics awareness in the classroom understanding and creating humors in a foreign language. based on the background, the researcher formulates the statement of problem that reads “do the interview and joke effective in solving the students‟ difficulties in speaking?” “what kind of problem that promote them encounter the difficulties?” review of related leterature the concept of speaking speaking is a speech production that becomes a part of our daily activities, thornburry (2005:8). while underwood (1997:11) says that speaking means creative process; an active interaction between speaker and listener that involves thought and emotion. speaking involves three areas of knowledge. they are mechanics (pronunciation, grammar, and vocabulary). it is the ability to use the right words in the right order with the correct pronunciation, function (transaction and interaction): knowing when clarity of message is essential (transaction/information exchange) and when précised understanding is not required (interaction/relation building) and also social cultural rules and norms. it consists of the knowledge of turn-taking, rate of speech; length of pauses between speakers, relative‟s roles of participants). it is an ability to understand how to take into account who is speaking to whom, in what circumstances, about what and for what reason. then weir defines that there are five aspects have to pay attention in speaking, they are content, vocabulary, grammar, performance, and fluency. rychman (1983: 91-95) said that there are many requirements for making a good speech, such as speech of speaking, voice and delivery, vocabulary profanity, grammar, and self-improvement suggestions. 95 speaking competence according to oxford advance dictionary by hornby, competence is (of person) having ability, power, authority, skill, knowledge, etc, (to do what is needed). while the meaning of ability or competence according to chomsky in brumfit and johnson (1998: 13) is “the speakerhearer‟s knowledge and ability thus includes concepts of appropriateness and acceptability. the study of competence will inevitably entail consideration of such variables as attitude, motivation, and a number of socio cultural factors. speaking ability is not fluent speaking but conversation nolasco (1997: xii). speaking competence means conversation ability or conversation skill. it performs mutual interdependent, interactive nature of conversation. it is an awareness activity as well as feedback activity so that a series of tasks is developed to sharpen the students‟ awareness on the activity and assess their own progress performance. when those awareness and feedback activities done gradually, automatic conversation becomes accustomed; speaking ability, in this case, conversation skill, needs gradual practice-controlled, awareness, and finally fluency conversation. indicators of speaking competence brown (2004: 141-142) indicating that one can be called have speaking competence if he/she is able to: 1) imitate a word or phrase or possibly a sentence (imitative). 2) produce short stretches of oral language design to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship. 3) respond a very short conversation, standard greetings and small talk, simple requests and comments, and the like (responsive). 4) take the two forms of either transactional language which has the purpose of exchanging specific information, or interpersonal exchange which have the purpose of maintaining social relationships (interactive). 5) maintain social relationships with the transmission of facts and information (interpersonal). 6) develop monologue oral production including speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listener is either highly limited or ruled out together (extensive). meanwhile, ur says (1999:120) that the characteristics of a successful speaking activity are: 1) learners talk as much as possible of the period of time allotted to the activity is in fact occupied by learners‟ talk. 2) participation is even. classroom discussion is not determined by a minority of talkative participants; all get chance to speak, and contributions are fairly evenly distributed. 3) motivation is high, learners are eager to speak; because they are interested in the topic and have something new to say about it or because they want to contribute to achieving a task 96 objective. 4) language is of an acceptable level. learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. theory of interview some definition of the interview by the some experts; hahn and channel in downs, smeyak, and martin (1980:5) define an interview as “as specialized pattern of verbal interaction, initiated for specific content areas, consequent elimination of extraneous material” furthermore, stewart and cash in downs, smeyak, and mart in (1980) define “interview as a process dyadic communication predetermined and serious purpose designed to interchange behavior and involve the asking and answering question. in addition gamble (1984:188), states “ interview is derived from the french word, interview, which means to see one another or to meet.” according to goyer, redding, and richey in gamble (1984:188) “an interview is a form of oral communication involving two parties at least one who has a preconceived and serious purpose both of whom speak and listen from time to time. the other expert states that the students have to compose some questions requiring real answers pertaining to the students own experience. they can ask their question of one another or to vary the exercise, a student could ask his question and would respond with an answer to your own situation (john j. lee. 1975: 94).nation (1977:83), states that in interview usually two people or two groups of people meet and ask the questions. when the person wants a job he usually is interviewed by someone to see if he is right for the job. when a person wants to study in abroad, he often has to be interviewed, so that people can see if he is good english and he will be a good student. furthermore, he explains that when interview are used as ways of practicing conversation into groups of three, one person interviews another and the other answers the question. interview is a good method to get information and measure the subject through pace to pace, group, and institution. interview can be designed in five or more participants, (gao, 1991). furthermore, cohen, motion, and morrison (2007), state that interview is the best understood theory of stimulation and motivation studying about human behavior, like emotion, unconscious need, and interpersonal influence. in the realm of teaching and learning, questions have become a habit of the teacher on teaching and it became the most important strategy to encourage the interaction with neither the student before nor the end of the class. interview as necessary sharing features of the daily life such as: roleplaying, stereotyping, perception, and understanding (cohen, monion, andmorrison, 2007). 97 procedures of interview there are numerous practical suggestions in the literature of planning and conducting interview, ranging from the sensible to the selfevidence. the following procedures are recommended by cohen and monion (1985), bell (1987), and sradly (1979) in nunan (1992). 1. preparing the interview 2. schedule the researcher objectives have been established, the researcher has to translate this into interview question. according to cohen, monion, and morrison (2007), they recommended setting the type of question and response perfectly based on the objective of the research. the researcher has to decide what the types of the question will be used such as; opened versus closed, direct or indirect, etc. and what type of the responses will be collected and analyzed. gao (1991), suggests that the structure interview is better just writing down set of the questions to be asked. furthermore it states that whether the interview is appropriate or inappropriate may relate with the question, what, how, and when it is said (cohen, monion, and morrison, 2007) 3. selecting of object bell in nunan (1992) point out that effort should be made to secure representative subject, even in a small scale study. this involves selecting appropriate proportion, using whatever variables have been determined to be important. in the selections process, it may be necessary to negotiate access to subjects or data collections sites with individual or situation. 4. elements of the interview according to cohen in monion (1985) and spradley (1979) in nunan (1992) that the interview structure will depend on the extent to which the sequence of the question is fixed. however it is possible to delineate number of key elements which may be present. (a) briefing and explanation. before the interview begins the researcher explains the nature of the research and the purpose of the interviewing to the interviewee then answer any questions that he or she may has. this includes telling the interviewee how the data are to be used. if the data are recorded and in particular if the data are to be made available to the people, the interviewee‟s permission must be sought (b) questioning. in the less structured ethnographic interview arrange of question types may be used. in order to encourage the respondent to recount his or her experiences opinions and soon. spradley, (1979) in nunan (1992) suggests the researcher to use a variant of the other strategies. (c) the structure of interview there are few structures of interview offered by the expert. gamble and gamble (1984) state that the most effective interview can be seen of the structure. put simply they have a beginner, middle, and an end. (d) the beginning of interview gamble 98 (1984:190) states that the beginning or the opening is segment of process that provides and orientation to what income. the opening of the interview should be use to help establishing report between interviewer and interviewee. the primary purpose of this phase is to make possible for both participate freely and honestly the purpose and scope of the meeting. (e) the middle or the body of the interview anderson (1977:489), at the authors of the speakers and his audience, states that the body of interview normally consists of primary questions being asked and responded given. although we have designed one of the participants is interviewer and the other become interviewee, questions may at times be asked by the respondent and answers given by interviewee. furthermore gamble and gamble (1984:190) state that the middle or the body of interview is the largest. (f) the end or the closing of the interview. in many ways of closing is similar to the opening. instead of previewing, however, the conclusion is a time for reviewing what is occurred during the interview. this helps to ensure that the interviewer has correctly understood any points that might be unclear and has gotten the general tone of the subjects matter correctly. the closing is also a time to establish. research method this is a classroom action research (car) design, kemmis and taggart (1988). classroom action research is an effective media in improving the quality of english teachers‟ performance in instruction as well as students‟ achievement in learning english in classroom (latief 2011:144). this research is expected to find out a better way to teach english speaking to all students in mts nw almuslimun tegal. the research was conducted in one cycle through the procedures: planning, action, observing and reflecting. in planning the researcher arranged lesson plan with some components: it should cover the objective of the class process, materials, technique, the steps of classroom activities, learning sources assessment and scoring rubric. the scoring rubric was used to easier the researcher in giving the score to each students. the next step after wrote the lesson plan, the researcher prepared the treatment media and materials. the second step after planning was implementation. it consists of the explanation of data collection scenario such as: the explanation the way of the researcher collecting the data. then the students were divided into some groups, each groups consists of five students. third, observing was the process to collect the data correlated in learning english as the way to solve the problem in teaching and learning process. the researcher conducted the test to know students‟ 99 speaking score. they tried to find the weakness process and tried to solve it. the observation of the teaching and learning process activity was about interaction between students and between the teacher and the students and the teacher‟s activity. because the researcher wanted to know the students improvement in speaking, the researcher only used test to collect the data. brown (2003: 3) stated that “a test, in simple terms, is a method of measuring a person‟s ability, knowledge, or performance in a given domain. “in this study, the researcher used test to measure speaking ability of the students. test was used to observe the students ability and to get the score of the students. setting and subject of the research this research was conducted at mts nw almuslimun tegal it is at meninting, batulayar, lombok barat consists of 2 classes (a -b) 2 semester, each class consists of 23 students, and the researcher will take b class as the subjects. research procedures the procedure of data collection are: planning, action, observing, and reflecting. these procedures was done in one cycle. 1. planning this first step, the researcher prepared the teaching instruments such as : lesson plan, students worksheet, the teaching materials and the test for pre -test and pot-test. 2. action the second procedure is action, at this session the researchers gave the students pre-test. this test was done in two steps: the researcher explained them what to do in answering the questions. next after that they were called one by one for coming forward, and they were asked about their identity and their daily activities. then, their sounds were recorded as the pre-test data. the next activities, they were given treatment with some academic and funny speaking games. and as a final activity in collecting the data, the researchers gave the students post-test, to examine the students improvement after having the treatment. 3. observing observing is the process to collect the data correlated in learning english as the way to solve the problem in teaching and learning process. observation was conducted before and as long as data collection. in doing the observation the researchers kept attention to : 1) the students‟ speaking ability, classroom, the teacher, and their school examination results. 2) the students‟ motivation as long as the research conducted, their speaking ability, and the result of pre and post-test. 4. reflecting in this activities the researcher will conduct the reflection from the action in the cycle one. the criteria of students‟ successful if they got 70 100 100 arikunto, 2006, in nisa 2013). action the method of the research is classroom action research. mills (2000: 6) states that action research is any systemic inquiry conducted by teacher, researcher, principals, school counselors, or other stakeholders in the teaching/learning environment, to gather information about the ways that their particular schools operate, how they teach, and how well their students learn. this information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the social environment (and educational practices in general), and improving student outcomes and the lives of those involved. the technique of collecting and analyzing data the data of the research are qualitative and quantitative. two of those were collected through; interview, recording, observation and look at documents and test. then, the results were analyzed the writer needs two kinds of the data, qualitative and quantitative data. the qualitative data were obtained in observation, interview, documentation, and questionnaire. meanwhile, quantitative data will be collected by test. in this research, the researcher will give a pre-test and post-test to know the students‟ speaking ability before and after teaching speaking. its aim to know whether interview and joke is effective to improve the students‟ speaking ability. research finding this is the table for the pre-test result at the beginning of the study. to be noted the students consists of 25 students, but then two of them were not attended the class when the pre-test and post-test taken. so, the subject are 23 students. table of pre-test result (interview) no students' name pronunciation 1 fluency 2 understanding 3 vocabulary 4 accuracy 5 1 ayu hardiana 2 2 3 3 3 2 bayati 2 1 2 1 1 3 desi mariana 2 1 2 2 1 4 diana 2 1 2 3 2 5 fitrianah 1 2 2 3 2 6 hidatul aeni 1 1 2 2 2 7 indamawati 1 2 3 3 3 8 irna ratna isniati 1 1 2 2 3 9 isnurany anastacia 1 1 2 2 1 10 juli maryani 1 1 2 2 1 101 11 julia ningsih 1 1 1 2 2 12 laeli hidayati 1 1 2 1 2 13 mariam 1 1 2 1 2 14 mia kurniawati 1 1 1 2 2 15 nabila febrianti 1 1 1 1 1 16 nurul hidayah 1 1 1 2 2 17 saraiyah 1 1 1 2 2 18 suhartini 1 1 1 1 1 19 sulastri dewi 1 1 1 2 1 20 wardah 1 1 1 2 2 21 wari'ah 1 1 1 1 2 22 widia aprianti 1 1 1 2 2 23 yuliana 1 1 1 1 1 the pre-test table shows that at pronunciation there are 4 students got 2 and 19 the rest got 1. at fluency there are 3 students got 2 and 21 of others got 1. at understanding there are 10 of students got 1, 10 of students got 2 and 3 of them got 3. meanwhile at vocabulary there are 8 students got 1, 12 of them got 2, and 3 of them got 3. at accuracy there are 8 students got 1, 12 of them got 2, 3 of them got 3. to understand easier, it could be seen in the table below: the summary of pre-test score (interview) student s pronunciation fluency understanding vocabulary accuracy there 23 students 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 19 4 21 3 10 10 3 8 12 3 8 12 3 the pre-test table tells that from 23 students at pronunciation they are divided into two abilities 19 of them when they are expressing their ideas, they got a lot of mistaken and it is difficult to be understood, then 4 of them got a lot of mistaken and the meaning is not understood. their fluent in uttering the sentences consists of two abilities, 21 of them not fluent and 3 of them are less fluent. meanwhile their understanding to the words and the sentences that they are uttering; 10 of them do not understand, 10 of others less understand and 3 of them understand enough. at vocabulary 8 of them got a lot of mistaken in choosing the appropriate and it is difficult to be understood, 12 of them got a lot of mistaken and the meaning is not understand. 3 of them they got 102 a some mistaken and disturbing the meaning. then at accuracy 8 of students not accurate in choosing the words, 12 of them less accurate, and the last one is accurate enough. table of post-test result (interview) no students' name pronunciation 1 fluency 2 understanding 3 vocabulary 4 accuracy 4 1 ayu hardiana 2 4 3 3 4 2 bayati 3 4 4 4 3 3 desi mariana 4 4 5 4 3 4 diana 3 4 4 4 3 5 fitrianah 4 4 4 4 3 6 hidatul aeni 3 3 5 4 4 7 indamawati 4 4 5 4 4 8 irna ratna 4 4 5 4 3 9 isnurany .a 4 4 5 4 4 10 juli maryani 4 4 5 4 4 11 julia ningsih 3 4 4 4 4 12 laeli hidayati 4 3 5 4 3 13 mariam 4 4 4 3 3 14 mia kurniawati 4 4 5 4 3 15 nabila febrianti 4 3 5 4 4 16 nurul hidayah 4 4 5 4 4 17 saraiyah 4 4 3 4 3 18 suhartini 3 4 4 3 3 19 sulastri dewi 4 4 5 4 3 20 wardah 4 4 4 4 3 21 wari'ah 4 3 3 4 3 22 widia aprianti 3 3 4 4 4 23 yuliana 4 4 5 3 3 the table shows that there are very significant change between the result of pre-test and post-test. at the result of post-test ( interview), at the pronunciation term the only 1 student got 1, 6 of them got 3, 16 of others got 4. then at fluency there is 1 student got 2, and 5 of them got 3 then 18 of them got 4. meanwhile at understanding the questions, how and what to answer, there are 4 of them got 3, then 8 of them got 4 and 12 of others got 5. these are also followed in choosing and expressing vocabulary, there are 4 of them got 3, and 20 of them got 4. and at accuracy there are 14 students got 3, and 9 of them got 4. these results could summarize as the table below; 103 students pronunciation fluency understanding vocabulary accuracy there 23 students 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 6 16 1 5 18 4 8 12 4 20 14 9 the table shows the differences between pre-test and post-test. at pronunciation only 1 student got many mistakes, then 6 of them gotonly got little mistakes. 16 got mistakes but it is not disturbing the expression meaning. at fluency 1 student did not express fluently, and 6 of them got fluent enough, and 18 of them could be understood. then, in understanding the question or their statement, there are 3 students understand enough, and 8 of them understand to the question and how to answer, and the 12 of them almost perfect in understanding and answering the questions. then, in choosing the words there are 4 of them said inappropriate vocabulary and it is disturbing the meaning, and 20 of them got some mistaken but it is not disturbing the meaning. and the last terms is accuracy, at this term there are 14 students accurate enough in choosing, expressing and spelling the words, then 9 of them really accurate in telling and answering the questions. conclusion the finding shows that interview and joke method could improve the students‟ abilities in speaking. it is proved by the test results that collected through interview at the pre-test and post-test. at pre-test, the students‟ score is in between 1-3, it means that the students‟ ability at pronunciation, fluency, understanding, vocabulary and accuracy are not good. they express the sentences inappropriately meanwhile after the treatment, the students‟ speaking ability change significantly, at the pre-test score is between 1-3, but then at post-test the score change into 3-4, it means that at pronunciation they got mistaken but it could be understood, at fluency they got fluent in uttering the sentences, at understanding they understand how and what to answer the questions, and they are able to choose the vocabularies and answering the question that given. suggestion the interview and joke focuses to solve the students‟ difficulties in speaking, it seems very effective in solving the students‟ difficulties and improving their abilities in speaking. so, there are some suggestions for the readers, teachers, lecturers and students. this method is interesting to be applied for the beginner, because it is learning by joking so the teacher and the students will be happy in the teaching and learning process. the second one, the teacher in teaching with this method he or she needs to be creative to find interesting media. 104 references brown, douglas. (2004). language assessment principle and classroom practices. san francisco state university: longman cowan, j. (1985). effectivenes and effeciancy in higher education. san francisco: jersey b. publisher . crow & crow (1963). educational psychology (terjemahan psikologi pendidikan), surabaya : bina ilmu. dimyathi dan mujiono, (1999). belajar dan pembelajaran, jakarta : rineka cipta dunne r & ted wragg, (1996),. pembelajaran efektif (terjemahan anwaar yasin), jakarta : pt.gramedia elliot, j. 1991. action research for education charge. buckinghom: open university press. ellis, g., brewster. j. (1991). the storytelling handbook. harmondworth: pinguin books. hopkin, david. (1993). a teacher‟s guide to classroom research. buckingham: open university press. jones, a. tordova, n & vargo j. (2001). improving teaching effectiveness unerstanding and leveraging prior knowledge for student learning, proceding of the 15th anualconference of the international academy for information management. klippel, friederika, 1984. keep talking communicative fluency activities for language teaching. new york: cambridge university press. nunan, david. (1997). the learner centered curriculum. a study in second language teaching. cambridge: cambridge university press. fahimah. s.2013. improving students‟ speaking ability through three steps interview technique. vol 1. no. 12.2013 national journal. issn 23376384 s. arikunto. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: pt rineka cipta. jakarta. thornbury, scott. (1994). how to teach speaking. longman, kanisius. kesainc blanc. underwood, mary. (1997). teaching listening. new york. longman inc ur, p. (1996). a course in language teaching: practice and theory. cambridge: cambridge university press. wallace, michael j. (2000). action research for language teachers. cambridge: cambridge university press. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i2.2304 volume 5 nomor 2, desember 2018 online: 2548-5865, print: 2355-0309 pp.75-85 75 an analysis of communication types of deaf students with environment cipta rizqi rahmah 1) , abdul kholiq 2) universitas islam lamongan ciptarizqi08@gmail.com 1) , abdulkholiq@unisla.ac.id 2) abstract the research aimed to analysis (1) the deaf student communicate with the deaf student; (2) with other disability; and (3) with normal people. this research used a qualitative approach. the sources of data are focusing on the communication types of deaf students by three deaf people smalb banjarmendalan lamongan academic year 2016/2017. data collection techniques are interview; observation; and documentation. research instruments in this study are a notebook to write about the interview; checklist paper; and field note. analyzing technique in this study are organizing, coding and reducing, interpreting and representing. the result of this study are deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. use of continuous verbal communication such as kinect (facial expression, eye contact, sign language), haptics, paralanguage, and proxemict. deaf children communicate with other disability (down syndrome) is deaf children's communication with dominant down syndrome children using nonverbal communication types. the use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptics are two very important aspects of their communication. deaf children's communication with normal people uses a combination of verbal (oral and writing) and nonverbal (kinect, haptic, and proxemic). teachers will use a clear combination of sign language and oral. while researchers use oral, written and sign language to make it easier for deaf students to understand the conversation. keywords: communication types, deaf student, disability introduction communication is the process of delivering thoughts or feelings by a person (communicator) to others (communicant). thought can include information, opinion, and others that emerge from his mind. communication is a series of processes or events that occur are related to one another, the communication process involves many elements (mcqual in burhan, 2006). factors or elements that referred to among others may include participants, messages (including the form, content, and how to express). communication can be done in a way that is simple to complex. communication is not limited to words or speech, but any form of interaction, a smile, nodding of the head, gesture, facial expression, behavior, and feelings. communication is divided into two types, verbal communication, and nonverbal communication. verbal communication is a form of communication between the communicator with the communicant, either in written or orally. oral communication is a spoken interaction between two or more people. this interaction is more complex than it looks. oral communication consists of many complementary aspects and if one of these aspects is incomplete it will have an impact on the success or failure of the interaction. not everyone is an effective communicant. merely communication is more than an exchange of words between 76 parties. meanwhile, non-verbal communication also occupies an important role. much verbal communication is not effective simply because the communicator not use non-verbal communication with both at the same time. examples: touch and gestures. the language of communication is sent and message receive activity both orally and in writing, the language used to speak or relate to one another. at the moment we use language as a communication means, we already have a specific purpose. we wanted to convey the idea that can be accepted by others. we want to make others understand what we deliver. communication will proceed smoothly if the interlocutors are able to understand what was being said. communication is the process of sending and receiving messages or information between two or more individuals effectively so that it can be understood easily. according to julia (2006, p.5), communication is a systemic process in which people interact with and through symbols to create and interpret meaning. the term communication in english called communication, which comes from the word communication that has the same meaning or the same that has the meaning of mutual understanding. communication can also mean sending and receiving messages or news from two or more people so that the intended message can be understood. communication is divided into two types, namely verbal communication and nonverbal communication. verbal communication is a conversation activity or delivery of information performed by one person to another, either orally or in writing. verbal communication can be done using the media, for example, someone who speaks by phone. while verbal communication through writing is done by indirectly between communicator with communicant. the process of delivering information conducted by using letters, paintings, drawings, graphics, and others. speaking is verbal communication. while writing is verbal-non vocal communication. examples of verbal communication-vocal presentations in meetings and examples of verbal-non vocal communication are business correspondence. listening also verbal communication. listening means simply picking up the sound vibration while listening is taking the meaning of what is heard. listening involves the four elements of listening, caring, understanding and remembering. reading is a way of getting information from something written. non-verbal communication is a process of delivering messages to others by not using words. all the movements of the human body have a meaning and no incidental movement. the example of nonverbal communication is the use of gestures, body language, facial expressions, and eye contact, symbols, and speech-ways such as intonation, emphasis, emotion and speaking style. according to julia (2009, p.138), kinesics is body position and body motions, including those of the face. there are several types of kinesics, 1) facial expression. facial expressions are part of nonverbal communication. even before we hear what they say; 2) the eyes contact. our eyes communicate some of the most important and complex messages about how we feel (julia, 2009, p. 138). eyes contact an important role in nonverbal communication and such things as looking, staring and blinking are important 77 nonverbal behaviors. when people encounter people or things that they like, the rate of blinking increases and pupils dilate. looking at another person can indicate a range of emotions including hostility, interest, and attraction; 3) body posture and gesture. according to julia (2009, p. 138) body postures and gestures may signal whether we are open to interaction and how we feel about others. deliberate movements and signals are an important way to communicate meaning without words. common gestures include waving, pointing, and using fingers to indicate numeric amounts. according to whitman in julia (2009, p. 139). haptics is physical touch, touch is the first of our senses to develop, and many communication scholars believe that touching and being touched are essential to a healthy life. haptics is nonverbal communication. touches can include: shaking hands, holding hands, kissing, touching back, stroking, punching, and others. each of these forms of communication conveys a message about the purpose or feelings of the toucher. touch can also cause a feeling to the touch receiver, both positive and negative. according to julia (2009, p. 146), paralanguage is vocal communication that does not involve words. it includes sounds, such as murmurs and gasps, and vocal qualities, such as volume, rhythm, pitch, and inflection. paralanguage is one of the nonverbal element in a speech. the science that studies this is called paralinguistic. examples are a tone of speech, tone of voice, loud or weak voice, speaking speed, sound quality, intonation, and others. in addition, the use of filler sounds such as "mm", "e", "o", "um", while speaking is also classified as vocalic, and in good communication, such things should be avoided. paralanguage refers to vocal communication that is separate from actual language. this includes factors such as tone of voice, loudness, inflection, and pitch. consider the powerful effect that tone of voice can have on the meaning of a sentence. when said in a strong tone of voice, listeners might interpret approval and enthusiasm. the same words said in a hesitant tone of voice might convey disapproval and a lack of interest. consider all the different ways simply changing your tone of voice might change the meaning of a sentence. a friend might ask you how you are doing, and you might respond with the standard "i'm fine," but how you actually say those words might reveal a tremendous amount of how you are really feeling. a cold tone of voice might suggest that you are actually not fine, but you don't wish to discuss it. a bright, happy tone of voice will reveal that you are actually doing quite well. a somber, downcast tone would indicate that you are the opposite of fine and that perhaps your friend should inquire further. 1. proxemics proxemic is space and how we use it. every culture has norms for using space and for how close people should be to one another (afifi and burgoon in julia, 2000, p. 142). people often refer to their need for "personal space," which is also an important type of nonverbal communication. the amount of distance we need and the amount of space we perceive as belonging to us is influenced by a number of factors including social norms, cultural expectations, situational factors, personality characteristics, and level of familiarity. 78 2. artifacts objects and images are also tools that can be used to communicate nonverbally. on an online forum, for example, you might select an avatar to represent your identity online and to communicate information about who you are and the things you like. people often spend a great deal of time developing a particular image and surrounding themselves with objects designed to convey information about the things that are important to them. uniforms, for example, can be used to transmit a tremendous amount of information about a person. a soldier will don fatigues, a police offers will wear a uniform, and a doctor will wear a white lab coat. at a mere glance, these outfits tell people what a person does for a living 3. chronemics chronemics is how we perceive and use the time to define identities and interaction (julia, 2009, p. 145). chronemic is a field that uses the use of time in nonverbal communication. the use of time in nonverbal communication includes the duration that can be suitable for an activity, the number of activities required in a certain period of time, and the timeliness (punctuality). 4. silence a final type of nonverbal behavior is silence. silence is an indispensable element in communication. without silence, rich words of meaning cannot be born. silence can mean positive and negative and can be interpreted anything. for example, when someone we talk to but he is silent. silence can mean, shy, fear or refuse. however, everyone is not always in normal conditions. category normal means not encounter an obstacle or any disruptions mental condition, physical and cognition, or better known by the name of disability. disability is defined as the inability to perform an activity or activities as a normal person. while the defect is an abnormality or damage to limbs and so forth that cause the condition becomes deficient or abnormal (kementrian kesehatan ri, 2014:05). various disability blind, mute, deaf, down syndrome, physical disabilities, self-control defects. disability is a condition where a malfunction of one or several parts of his body, so that the person loses the ability to do things as a normal person. according to susenas in kementerian kesehatan ri (2014, p.6), disability is the inability to perform an activity or activities as a normal person who caused the condition of impairment (loss/ inability) associated with age and society. persons with disabilities include those who have physical limitations, mental, intellectual or sensory impairments in the long term and when faced with various obstacles, it may hinder their full participation and effectiveness in society on an equal basis with others. problems or cases faced by people with a disability there are various kinds. various kinds/types of disability or disorder in humans: blind; mute; physical disabilities; mental backwardness; selfcontrol defects; disabled combinations; deaf. a deaf people a person who does not have the ability to hear as normal people in general. people who have a severe hearing disability who do not can still use a hearing aid so they can come back to hear properly. according to soemantri (2006: 93), deaf is a condition of losing hearing that leads to someone cannot catch a stimulation, especially through the of hearing. in general, children with hearing 79 impairment are having problems with the ability to hear and convey the spoken language so that deaf children should be encouraged to develop sign language. communicating with deaf children not only use hearing aids or sign language but also should encourage children to talk although their speech is limited. children who suffer from hearing impairment since childhood could not speak, referring to the children who do not understand that all things in this world have a name meaning, for example, glasses, chairs, and other objects. deaf children can be said to be children who have limitations in receiving language but use nonverbal communication (moores, 1974). definitions of deaf children have often mentioned by experts who all it basically contains the same understanding. according to dwidjosumarto in soemantri (2006, p.93) suggested that a person who is not or less able to hear the voice said to be deaf. deaf divided into two categories namely, the deaf and hearing less. deaf their senses of hearing damage in its early stages so that the weight loss does not work anymore. while less heard their senses of hearing is damaged but can still function to hear, either with or without the use of hearing aids. according to soemantri (2006, p.93) concludes that a deaf child is a child who experienced a lack or loss of hearing ability due to damage or malfunction in part or all of the hearing instrument so that it faces obstacles in language development. so a deaf child is a child who cannot hear and know the meaning of an object. the verbal language of deaf children can be developed in accordance with their conditions if they are given the maximum opportunity to develop skills that allow them to communicate as much as possible. therefore, special education is needed to handle deaf students. such education can be obtained at extraordinary schools or in indonesian called as sekolah luar biasa (slb). in order to seek the communication type of deaf student with the environment, the current research was designed to investigate the following questions: 1) how the deaf student communicate with the deaf student?; 2) how the deaf student communicate with other disability?; 3) how the deaf student communicate with normal people? research method this research used a qualitative descriptive (afifudin & beni, 2009). the place of this study at smalb banjarmendalan lamongan. it is where some children who have needs and disabilities that make them harder to learn than other children at the same age. smalb banjarmendalan lamongan is the same with senior high school for normal people, but they have different competence standard for the student. there is a particular class for deaf including the participant or object in this research. the researcher took this class due to relating to this research. the sources of data are focusing on the communication types of deaf students by three deaf people smalb banjarmendalan lamongan academic year 2016/2017. the first subject is rifqi (s1), he was born and suffered deaf. he classified as a low level. at school, he includes a clever and competent student. when he does not understand the lesson he will continue to ask until he understands but when communicating with a new person he to be quiet. the second subject (s2) is firda, she 80 was born and suffered deaf. she classified as a medium level. at school, she includes a very active and easy to communicate student. she has a hobby of making up and drawing. the last subject (s1) he is tio. he was born and suffered deaf. he classified as a high level. ti has a closed person, he is difficult to communicate even though it with his friend. he often plays handheld and social media and often does not focus when invited to communicate. data collection technique in this studies is interview; observation; and documentation. research instruments in this study are a notebook to write about the interview in progress, it also can use the tape recorder to record what was discussed with the informant; checklist paper; and field note. after collecting the data and studying the information that is taken from some literary books that are closely related to this study, the researcher takes some steps to analyze the data. the following steps are done, as follows organizing, coding and reducing, interpreting and representing ary (2010). finding and discussion deaf student and deaf students communication verbal communication 1) oral s1 did oral communication that sounded pretty obvious, but s1 more often speak in a low voice, even just lip movement. s2 uses unclear oral communications that are difficult to understand, while s3 uses unclear orally and is very difficult to understand from the results of observations that researchers do get the conclusion that, when deaf student communicate with deaf children they use tend to be slow, fairly clear, not clear, very unclear or even no sound at all. when talking to s1 level, the oral used is slow but still clear and still sounds. for example when he says "saya nonton tv dirumah" his oral still sounds quite clear and can be understood almost in every word. when speaking with a medium level deaf, the oral used is slow, vague and incomprehensible. for example when he speaks "diam saya ada sms" oral is not clear and sounds only on the word "diam" and even then it sounds like "hiyae and haaa". meanwhile, when communicating with hearing-impaired people almost all words are very vague and no sound at all, more often communicating with language cues and eyes. in s1 dean s2 environments more often use a combination of oral and body language communication while s3 more often use body language and facial expression, when they communicate with fellow deaf outside their school environment using sms or chat, but when they communicate via text, the word that they made back and forth does not fit the rules. when deaf communicate with each other, they tend to communicate using oral and sign language. they also use writing as their medium of communication at a certain time such as normal people communicating with normal people one example is sms, but when they meet in person they will explain with sign language. nonverbal communication 1) kinestict a) facial expression from the results of observations that researchers do get the conclusion that, every time they always include facial expressions to clarify the message to be conveyed to the other person. as when he 81 rejects something his expression will change, marked by both eyebrows meet and his mouth open. or when the student feels happy, the front line is lifted up, both mouths will open and eyebrows lifted up. or when the student was upset, the two eyebrows met, the mouth opened and slightly forward, when s1 said "aku tidak tahu" both eyebrows together and open mouth, this indicated he did not understand what the opponent to say. s2 "tidak, aku tidak mau" on the word "tidak" his expression turned annoyed this indicates he does not like. b) eyes contact eye contact and facial expression play an important role in conveying social messages and feelings; people accidentally often pay attention to other people's eyes to suspect the person's feelings. through eye contact, one can also check whether the other person is paying attention to it and whether the other person agrees with the conversation. in some contexts, eye encounters often evoke strong feelings. in deaf hearing process communication, eye contact is very necessary to add information, when the deaf child loses eye focus then the information is not delivered, this is because hearing that is not functioning properly. student 1 never loses eye focus on others or the object being discussed. while the student 2 more focused to the phone than others when invited to communicate. student 3 is difficult to focus on others because more often bow. c) body posture and gesture sign language prioritizes manual communication, body language, and lip movement, rather than voice, to communicate. deaf people are the main group that uses this language, usually by combining hand shape, orientation and gestures, arms, and body, and facial expressions to express their thoughts. body posture and gesture is never released and always dominates every occurrence in the transfer of deaf children's information, such as shaking hands when they do not know, stretching their heads when facedown, pointing at the index finger when directing the spot. shrug when not knowing. open and closed lips movements, holding hands when inviting, turning the head, lifting both hands or clapping. 2) haptict because their hearing is disturbed then one way to get their focus is to touch, such as slapping the shoulder or touching the hand. each form has a purpose or feeling of the toucher. touch can also cause a feeling to the recipient of touch, either positive or negative. when the focus that they have had to switch to the object or other place then the touch needed to restore focus on the opponent s2 often lose focus when invited to communicate, to get the focus back, should pat the shoulder or touch the hand s2. but different with s1, when s1 communicate with deaf student, he more focus on his partner of communicate. 3) paralanguage knowing paralanguage communication of deaf students it is difficult to distinguish between oral communication and paralanguage communication. paralanguage always gives certain cues when deaf students communicate, paralanguage in deaf children occurs simultaneously with oral, when deaf student said "hahh hahh" it already includes paralanguage, for example when reject something and say "no" but sounds like "hahhh" accompanied by volume high will, or when he is 82 interested to something and say "hahh hahh hahh" the volume is a little high and fast. or "hahh hihya" in a low voice. 4) proxcemict in this study when deaf student communicate the other person's position should be at a close distance so as to facilitate the understanding of communication. because verbal communication is not effective so it needs close communication such as mouth gesture or body gesture. for example, when deaf students are at a distance of less than 1-3 meters and they want to communicate then one of them must approach. for examples when deaf student trying to communicate with s1 and s2, they have to more close to get focus of s2. deaf students communicate with other disability verbal communication 1) oral from the observation that the researcher got data that when deaf children talk with oral down syndrome student who deaf students tend to slow, unclear, or even no sound at all, down syndrome student must repeat the sentence for students down syndrome, oral down syndrome sounds very clearly while the oral deaf is slow and unclear. deaf students communicate with emphasis on hearing and lip and gesture movements. while down syndrome students do not use sign language or gesture to communicate. so when students with hearing impaired and down syndrome students communicate there will be miscommunication on both levels. for example, when s1 asks a student's syndrome to call their teacher, the deaf student must repeat the phrase and the student down syndrome also takes a long time to understand what s1 says. or when the student down syndrome asks s2 to get the glue, s2 also takes a long time to understand what is said by the student down syndrome. nonverbal communication 1) kinestict a) facial expression from the observations, when he rejects something his expression will change, marked with both eyebrows meet and his mouth open. or when students feel happy, the front line is lifted, both mouths will open and eyebrows lifted. or when the student is upset, the two eyebrows meet, the mouth is open and slightly forward, when s1 tells the student down syndrome to call bu ninil, down syndrome students do not understand what s1 said, so students down syndrome repeating he said and show expression confused. or when the student down syndrome asks the glue to s2 to extract glue, s2 does not seem to understand the words of down syndrome students. b) eyes contact through eye contact, one can also check whether the other person is paying attention to it and whether the other person agrees with the conversation. in some contexts, eyes encounters often evoke strong feelings. in deaf hearing process communication, eye contact is very necessary to add information, when the deaf child loses eye focus then the information is not delivered, this is because hearing that is not functioning properly. student 1 and student 2 never loses eye focus on others when communicate with down syndrome student. 83 c) body posture and gesture posture and gestures are never released and always dominate every incident in the transfer of deaf children's information, such as shaking hands when they do not know, stretching their heads on their stomachs, pointing their index fingers while steering the spot. know if you do not know. the movement of the lips is open and closed, holding hands while inviting, twisting, lifting both hands or clapping. s1 asked the student down syndrome to call bu ninyil, he pointed down to hint the teacher office located on the first floor. or s2 that lifts the glue to confirm whether the student requested down syndrome or not. 2) paralinguistic the difference between deaf students and students with down syndrome is one of them on oral. oral deaf students tend to be unclear and difficult to understand while for their oral down syndrome students are still quite clear and easy to understand. paralinguistic of syndrome student's more clear as when talking "emm" or intonation that go up according to what they say. knowing the communication of deaf students' language is difficult to distinguish between oral communication and paralanguage communication. when deaf students say "haah" it already includes paralanguage, for example when rejecting something and say "no" but sounds like "hahhh" accompanied by high volume of desire. deaf students and normal people verbal communication a) oral when subject 1 communicates with the teacher, the oral still clear, there is still sound. but more often just lip movement while the teacher always uses the clear but slow mouth. with researchers, he uses oral that is not clear but still can be temporary researchers using oral clear, broken and slow. subject 2, when talking to a teacher, he uses obscure and slow language while the teacher speaks verbally, inexplicably and has to repeat the sentence. with researchers, he used more sign language to use oral while the researchers used clear oral, slowly and slowly. subject 3 when invited to communicate with the teacher he did not respond, more often silent and play mobile phones b) writing when deaf students communicate with teachers, they do not use writing, because they understand sign language. the teacher uses a combination of oral and sign language, the oral spoken by the teacher is clear but slow so that the deaf student can follow the teacher's lips motion. while communicating with s1 and s2. researchers use a combination of clear oral and body language because the researcher does not understand the sign language so students deaf initiative using stationery. so deaf student uses a combination of writing, body gesture and oral. nonverbal communication 1) kinestict a) facial expression deaf student, teacher, and researcher always include facial expressions to clarify the message to be delivered. facial expression is more varied as when he rejects something his expression will change, marked with both eyebrows meet and his mouth open. or when the student feels happy, the front line is lifted up, both mouths will open and eyebrows lifted up. or when the student is upset, his eyebrows 84 meet, the mouth is open and slightly forward to the fore. b) eyes contact when communicating with a researcher or teacher. student 1 never loses eye focus with the other person or the object being discussed. while student 2 is more focused on the phone than on the other person when invited to communicate, what if it has lost the focus of the eye then the communication will be disconnected, student 3 difficult to focus on the other person, both teachers and researchers because more often. in deaf hearing process communication, eye contact is very necessary to add information, when the deaf child loses eye focus then the information is not delivered, this is because hearing that is not functioning properly. student 1 never loses eye focus on others or the object being discussed. while the student 2 more focused to the phone than others when invited to communicate. student 3 is difficult to focus on others because more often bow. c) body posture and gesture body posture and gesture is never released and always dominates every occurrence in the transfer of deaf children's information, such as shaking hands when they do not know, stretching their heads when facedown, pointing at the index finger when directing the spot. shrug when not knowing. open and closed lips movements, holding hands when inviting, turning, lifting both hands or clapping. 2) haptict because their hearing is disturbed then one way to get their focus is to touch, such as slapping the shoulder or touching the hand. each form has a purpose or feeling of the toucher. touch can also cause a feeling to the recipient of touch, either positive or negative. when the focus that they have had to switch to the object or other place then the touch needed to restore focus on the opponent s2 often lose focus when the teacher or researcher invited to communicate, to get the focus back, should pat the shoulder or touch the hand s2. but different with s1, when s1 communicate with teacher or researcher, he more focus on his partner to communicate. 3) proxemic deaf students should take positions at close range to facilitate understanding of communication transfers. because verbal communication is ineffective, requiring close communication such as oral gestures or body movements. when deaf students are at a distance less than 3 meters and they want to communicate then one should be approached. for example, when teacher or researcher tries to communicate with s1 and s2, the teacher or researcher should be closer to get focus from both and make it easier s1 and s2 to see body posture and gesture. conclusion from the previous explanation and the research process can be concluded that in the communication types of deaf children, things that become obstacles in each individual are: deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. they also use oral verbal communication. but the oral they use tends to be unclear even very unclear. use of continuous verbal communication such as kinestict (facial expression, eye contact, sign language), haptict, paralanguage, and proxemict. deaf children communication with other disability (down syndrome) is deaf 85 children's communication with dominant down syndrome children using nonverbal communication types. down syndrome students are hard to understand oral used by deaf students. the use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptict are two very important aspects of their communication. deaf children's communication with normal people use a combination of verbal (oral and writing) and nonverbal (kinestict, haptict, and proxemict). teachers will use a clear combination of sign language and oral. while researchers use oral, written and sign language to make it easier for deaf students to understand the conversation. references afifudin & beni, ahmad. (2009). metodologi penelitian kualitatif. bandung: cv pustaka setia. ary, donald. (2010). introduction to research in education (eight edition). wadsword cencage learning. burhan, bungin. (2006). sosiologi komunikasi. prenada media: jakarta. julia, wood. (2009). communication in our live (fifth edition). cencage learning: boston. kementerian kesehatan ri. (2014). situasi penyandang disability. bulletin jendela data. jakarta. moores, d. f. (1974) in language perspectives (eds schiefelbusch, r. l. & lloyd, l. l.) 377–878 university park: baltimore. somad & hermawati. (1995). ortopedagogik anak tunarungu. bandung. soemantri, sutjihati. (2006). psikologi anak luar biasa. bandung: revika aditama. 37 shifting old teaching behavior for new curriculum sugianto fpbs ikip mataram email: ghian_sugianto@yahoo.com abstract: begin with “the annual habit” of indonesian government in which the curriculum will be changed as the change of educational paradigm. this paper then aimed to explain about the urgency of new policy in teaching-learning realm and how the teacher adapt and apply that new curriculum in real teachinglearning situation in the classroom. as matter of fact, based on many surveys conducted by some institutions proved that many teachers in every corner of indonesia still enjoy teaching in their old teaching behavior. no matter how many times the curriculum changed, the problem is that the teachers find it difficult to adapt with the new curriculum. the difficulty in understanding the resent curriculum may caused by many factors, such as lack of information and teachers‟ education. therefore, this paper explains how the teachers should change their old teaching behavior to support the aim of indonesian government in empowering and increasing the quality of human resource. key words: teaching method, curriculum, evolution introduction as one of the country with the biggest population in the world, indonesia needs a high standard education to empower its great human resources. indonesia is the forth biggest population country behind china, india, and united states of america (tempo.com). eventhough, those three countries china, india, and united states of america are much more advance than indonesia. it is caused by the different quality of human resources between indonesia and those countries in which the quality of human resource is completely related to the wealthy and prosperity of the nation. indonesia will be still and still left behind by other countries, like our neighboring country malaysia, unless the government can increase the quality of indonesian people through a proper educational policy. resent information reported that malaysian government set out the target in 2020, malaysian will become a nation with the highest income in the world. learn from that malaysian progress, they start that target by preparing their human resources and giving a proper education to their students that will lead to the high progress of their human resources. education is the only way to empower mailto:ghian_sugianto@yahoo.com 38 and train the young generation to face the challenge of global competition. talking about education in indonesia, let‟s take look at the educational policy that recently runs by our government. as the matter of fact in indonesia, educational policy that is poured in the curriculum has already shifted for many times. even, we can say it is “the annual program” for government to change the curriculum year to year. since the independent day of indonesian in 1945, noted that it has been about eleven curriculums run by the government for the indonesian education (include curriculums revision). in 1947, the educational policy was ruled in “rencana pelajaran terurai” and in 1964 the educational policy about the elementary school was proposed and completely became the curriculum in 1968. in 1973, the government set out the ppsp curriculum which stands of “kurikulum proyek printis sekolah pembangunan”. however, once again it was changed into “kurikulum sekolah dasar” in 1975 (materi presentasi mendikbud 2012). the evolution of educational policy is not stopped yet, because in 1984 indonesia has it new curriculum named “kurikulum 1984” and in 1994 it was changed into “kurikulum 1994” which then revised bay the following year in 1995. the revise of “kurikulum 1994” was applied until 2004 before it changed into new curriculum named “kbk” the abbreviation of “kurikulum berbasis kompetensi”. it was not stand for long period because new term of curriculum came in 2006 named “kurikulum ktsp” which stand of “kurikulum tingkat satuan pendidikan” nowadays, the evolution of curriculum has become a hot topic among the academician in which the government runs new curriculum named “kuriculum 2013” (materi presentasi mendikbud 2012). the indonesian government through its minister of culture and education can explain the reason of curriculum revision is that because of ktsp does not accommodate some important aspects of education like students‟ character. the complete metamorphoses of educational curriculum in indonesia can be seen through the following chart: 39 (source: mendikbud 2012) kompas.com reported that the present of new curriculum is very crucial because the youth of indonesia need to be prepared and trained to be a bright and competent generation with their good attitude, skill and knowledge. moreover, it said that it is can not be suspended and must be applied during this teaching period because it is about the future of our nation. however, the question then appear “how urgent this previous curriculum to be shifted?” “is the present curriculum can not accommodate the future of our nation?” many people being hesitant of the government‟s decision on shifting educational policy into curriculum 2013, it is caused by the public assumptions in which they think that it is something “redundant”. the government objectives are quite ideal but the real application will be very hard. as the previous experience on curriculum evolution, many teachers still enjoy teaching in their old teaching method because they do not know the essential of that curriculum evolution. thus, the only one thing that changes is teaching duration in which it is decrease or increase. at the end, the change of curriculum does not make any difference, it still at the same (2013 )kurikulum 2013 (2006) kurikulum ktsp (2004) kurikulum kbkz (1997) revisi kurikulum1994 (1994) kurikulum tahun 1994 (1984) kurikulum tahun 1984 (1975) kurikulum sekolah (1974) rencana pelajaran terurai (1973) kerikulum ppsp (1968) kurikulum sekolah dasar (1964) rencana pendidikan sekolahdasar 40 style, same method and same result, just the matter of teaching duration. the question then “how to campaign the evolution so that we escape from the old one into a real new paradigm of teaching learning experience?” to answer the question we need to look forward to the elements that are involved in this evolution. the government have to socialize what actually the objectives of government in shifting the curriculum and how urgent that evolution on educational policy. for the teachers, they need to be active and pay attention to that evolution in order to catch the real intention of the curriculum evolution. the real evolution will be successfully done when all elements that are involved in the teaching and learning process like teachers and academicians aware of the need of that evolution. as the matter of fact, most of the teachers nowadays try to save their position, the will not try to have something new because they enjoy lecturing along the day. literature review traditional teaching style traditional teaching style is a style in which the teachers dominate the all activities during the teaching learning process in the classroom. the teacher will cover the all activities and give no chance to the students to explore what thing they exactly learn (armstrong, 2012: 63). in old teaching style, monotonous activity and bored commonly found because the teachers came and gave the same thing everyday without trying to find something new for the attractiveness of teaching learning process. in the traditional teaching style the teachers commonly read the material for the students all the way and ask the students to write it down in one purpose, that is for “semester examination material” it is commonly said proudly by the teacher before writing time is begun in which the teacher says “write it down because you will need it for the semester time, and for those who do not take note please get out of this classroom” that is a kind of scaring experience to be remembered. as a matter of fact, this kind of teaching style really exists among the teachers at that time even on today teaching. another old teaching style is also given by the teachers through “lecturing” method. lecturing method is a method in which the teachers speak and give the explanation about particular thing in almost all of the teaching time, and at the end of teachers‟ explanation they will rise the question for example “do you understand the explanation?” “what is meant by „this‟?” (based on the last explanation). on the other hand, the students only need to understand the teachers‟ lecturing in which it can be 41 shown by giving the right answer at the end of lecturing time. as the illustration of situation in old teaching style, let‟s have look at the conversation between teacher and students below: teacher: “good morning students..” students: “good morning sir..” teacher: “well, today we are going to continue our previous lesson..” “what page did we learn yesterday?” students: “page 27 sir” teacher: “well, now open page number 28, i will read it for you and just write it down because you will need it in semester examination time..!” students: “yes sir” the example of situation above gives us a clear vision that teaching today is not only teachers read and students write. teaching today is how the students explore and find their self definition of what they learn at that time. students centered learning students centered learning is an educational approach that is emphasized on the needs and the interests of the students, rather than those of others involved in the educational process (estes, 2004). this approach believes the teacher should decrease their authority and participation during the teaching learning process and vice versa they have to give much more chance for the students to participate in the learning process. in conclusion, we can say the role of teacher in this learning approach is not to teach the students any more but teacher have to administer and create a good learning situation so that teacher as the administrator in the teaching learning process. nowadays, students centered learning has been applied on many educational practices such as school, course and educational institution. in traditional teaching style we have teacher-centered learning approach in which the teacher in an active role and students in a passive, receptive role. in traditional teaching style teachers direct the learning process and students assume a receptive role in their education. in contrast to teacher-centered learning, student-centered learning is emphasized on the students‟ needs, students‟ interest, abilities, interests, and learning styles, placing the teacher as a facilitator of learning (kember, 2009). this classroom teaching method acknowledges student voice as central to the learning experience for every learner, and differs from many other learning methodologies. studentcentered learning requires students to be active, responsible participants in their own learning. student-centered learning method allows students to actively 42 participate in discovery learning processes from an autonomous viewpoint. students spend the entire class time constructing a new understanding of the material being learned in a proactive way. a variety of hands-on activities are administered in order to promote successful learning. distinctive learning styles are encouraged in a student-centered classroom. it provides students with varied tools, such as taskand learning-conscious methodologies, creating a better environment for students to learn. with the use of valuable learning skills, students are capable of achieving lifelong learning goals, which can further enhance student motivation in the classroom. the next question now is “why this students-centered learning is recommended in teaching learning activities?” the reasons why it is recommended in teaching learning activities can be described through the following reasons. 1) studentscentered learning strengthens student motivation: because students have more chance in the learning activities. 2) students-centered learning promotes peer communication: the communication is not only between teacher and students but also between student and another student. 3) students-centered learning reduces disruptive behavior: because the learning is based on the students‟ interests and students‟ needs. 4) students-centered learning builds student-teacher relationships: there is no gap between teacher and students. 5) students-centered learning promotes discovery/active learning: the students find out their self-learning by exploring the material they are learning. inquiry base learning inquiry based learning method is learning method based on the idea when people are presented with a scenario or problem and assisted by a facilitator (teacher), they will identify and research issues and questions to develop their knowledge or solutions (mayer, 2004). inquiry based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction (traditional method era) where students were required to memorize information from instructional materials. inquiry learning is a form of active learning, where progress is assessed by how well people develop experimental and analytic skills. problem-based learning is part of inquiry based learning method because in this method the teachers or instructor will give the cases or problems to be solved by the students through small scale investigations and small research in which the aim is to find out the solution of those problems 43 by the students themselves (henderson, 1992). specific explanation about how this inquiry base learning method is applied in the teaching learning process can be described through the following steps. 1) the students are demanded to ask the questions. 2) obtaining supporting evidence to answer the question. 3) the next step then, the students need to explain the evidence that has been collected. 4) connecting the explanation to the knowledge obtained from the investigative process. 5) creating an argument and justification for the explanation (can be from the teacher or another student) discussion shifting traditional teaching behavior based on the experience of curriculum evolutions that have already run by the government, it is the time now to shift all bad things that only wasting time and change it into much more meaningful activities that are emphasized on the students need. old teaching behaviors that have to be changed are as follow: a. teacher domination into students active in the traditional teaching, we used to find the teacher is the most authority person in the classroom. we have already known that teacher plays almost all roles in the teaching learning activities, the teacher will read for the students, the teacher explains, the teacher ask the question, the teacher point out the students to answer the question. teacher domination appears in every single classroom activity without giving the chance for the students to find real things that they learn. teaching today is not teacher active but students‟ participation in every single of the classroom activity. teacher domination in teaching learning activities is not relevant anymore. now is the era of information sharing through the group discussion in which the all students have the same opportunity to give and express their opinion during the teaching learning activities. by using students‟ participation, the entire of the classroom will be full of solution and comment so that there will no “clever” or “stupid” students but “active and passive” students. the great duty of teachers then, how they promote the students to participate during the class activities. the following steps might use for the teacher to activate the students in order to be an active participant during the teaching learning activities (estes, 2004). 44 divide students into some small groups to discuss particular topic, then bring them back to the whole group. give students a clue regarding the kind of response that you are expecting. come around the class or sit in different locations and make the students more comfortable by helping them when they find it difficult. after several minutes, invite the students to participate by giving the response to the clue that you have given before. discuss together all items that are not mentioned yet by the group. the tips above are considered effective to engage the students to participate during the classroom activities. in this condition, the classroom will be more attractive and more entertaining. the teachers only need to set out the learning condition and take control during the class activities. b. lecturing into finding lecturing is a teaching method in which the teacher just sit or stand in front of the class while giving an oral presentation, this teaching style is commonly used when the teacher intended to teach the students about particular subject to be learned. sometimes, the teacher will write on a whiteboard or use an overhead projector to provide visuals for students. students are expected to take notes while listening to the lecture. usually, very little exchange occurs between the teacher and the students during a lecture. the teacher will dominate and control the class so that students will have less chance to express their thought of material being discussed. for the teaching today, lecturing teaching method is considered irrelevant with the government intention of sifting the curriculum in which the students are intended to do “finding” not listening to “the lecture” given by the teacher all day. finding method is intended to give the brighter understanding by giving a real access to the material being learned. “finding” method will help the students to figure out their own understanding of particular subject. a wise word from sean junkins say “great teachers do not take students to a destination; they give them the tools to get there on their own” this wise word is very important to be understood by the teacher in order to give their students more chances to figure out what they learn. the 45 teacher only needs to give the tools, give more finding action and facilitate the students to dig up the information by themselves during the teaching learning activities. c. teaching into guiding what we used to know about teaching is the process of transferring knowledge from the teacher to the students. eventhough, sometimes the teacher himself knows nothing about knowledge that they are transferring. teaching is the work of teachers, it means that teachers own this job and they will lead it where ever they want. the teacher has the complete authority in teaching and no one may disturb it. those thought were the old ideas about teaching and we should change it today for the betterment of our future education. teaching today is not only telling the story or information in front of the students and asking them to write. teaching today is how the teacher guide the students and help them find meaning of what they learn through intrinsic motivation. the most important thing about teacher today is that how teacher see him/herself as the “lead learner” in his/her classroom. as the leader of the learners, teacher has to encourage and guide the students during the teaching learning activities. the teacher encourages the students to involve in classes and workshops, exploring their own personal interests and talents. d. explaining into modeling a social learning theorist, bandura a (1977) stated that learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. fortunately, most of human behavior is learned observationally through modeling and observing others. modeling method forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. research has shown that modeling can be used across disciplines in all grades and ability levels of the classrooms. in the traditional teaching style, people used to explain the material orally without considering whether the students understand or not. teaching today is how the teacher can give the closest example of what being taught at that time. teacher modeling will give the 46 students a brighter concept of what they are learning. the example of modeling is task modeling, this task modeling occurs when the teacher demonstrates a task students will be expected to do on their own. this type of modeling generally precedes activities like science experiments, foreign language communication, physical education tasks, and solving mathematical equations. this strategy is used so that students can first observe what is expected of them, and so that they feel more comfortable in engaging in a new assignment. teacher‟s modeling tools can be various kinds of model. the tools like using an authentic material, interactive pictures or the simplest one is students as the model. the teacher can use the students as the model by calling on students to model expected behaviors or thought processes. teacher can engage students who have mastered specific concepts or learning outcomes in the task of modeling for their friends. this type of modeling makes the class less teacher‟s domination in learning and also provides more supportive learning environment for students. the teacher can also use authentic material as the model, for example when the teacher is teaching about the “the values of reading magazine” he/she can demonstrate the learning by using the authentic magazine. conclusion and suggestion the evolution of educational curriculum in indonesia has been shifted for eleven times since the independent day of indonesia in 1945. yet, still there is no significant change on the use of teaching style in teaching learning process in which lecturing and other traditional teaching styles still favorite to be used in the classroom. the change of the curriculum and educational policy did not make any difference on the learning out put because the learning process is still run at the same way. the change of curriculum should have been followed by the change of method, attention, and emphasis in the teaching learning activities because the evolution of curriculum and educational policy is essentially based on the change of the paradigm in education. the way to educate the previous young generation will be different from the way to educate today generation because they face different eras, different challenges, and different needs. teaching today is not for to the teacher active. most of the resent methods were developed to support the students‟ participation in the teaching 47 learning process. the methods of teaching like students-centered learning, inquiry-based learning, and other kinds of collaborative learning are emphasized on the involvement of the students in the teaching learning process. teaching today is how the teacher provide more chances to the students express, explore, collaborate, and finding by themselves about what thing they actually learn. by the change of teaching paradigm, the role of teacher in the classroom also change from teaching into guiding, from dominating into facilitating, lecturing into finding, teacher active into students active, forcing into managing and so on. 48 references armstrong, j.s. (2012). natural learning in higher education. encyclopedia of the sciences of learning. heidelberg: springer bandura, a. (1977). social learning theory. new york. general learning press. compas.com.urgenkurikulum.http//edukasi.kompas.com/read/urgensi.kurikulum. 2013. accessed on 23 rd 2013 09.00 am. cuseo, j.b. (1996). cooperative learning; a pedagogy for addressing contemporary challenges and critical issues in higher education. stillwater. new forums press estes, cheryl. (2004). promoting student-centered learning in experiential education. journal of experiential education. henderson, j.g. (1992). reflective teaching: professional artistry through inquiry. upper saddle river, nj: merrill prentice hall. tempo.com.http://www.tempo.co/read/news/2011/07/14/173346495/pendudukindonesia-masuk-peringkat-4-dunia kember, david. (2009). promoting student-centered forms of learning across an entire university. higher education. mayer, r. (2004). problem based learning. wall street journal. accessed on march 23 rd 2013. 09.30 a.m. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 18 substitution on the famous indonesian novel “ayat ayat cinta” written by habiburrahman saerozi chalimah (1) , sumarlam (2) (chalimahstkipjb@gmail.com (1) , sumarlamwd@gmail.com (2) ) a student of descriptive linguistic department of sebelas maret university 1 a professor of descriptive linguistic department of sebelas maret university 2 abstract after being explained about substitution by one of my lecturers, professor sumarlam, i am interested in investigating the substitution on a famous novel. i choose “ayat ayat cinta” a novel written by habiburrahman saerozi. it is very famous in indonesia and it is not only interesting to read but also it gives us education and the way to love someone seen from moslem side. there are so many some moral values given there. the novel tells us about true love, honesty, pride, and struggle. the data which i analyzed was only in the sub title “gadis mesir itu bernama maria”. the aim of this study is to describe the substitution used by the great writer. i am definitely sure that it will give good contribution on understanding about substitution. the ground theory which i use is from (sudaryanto, 1993:15). he stated that there were four kinds of substitution, such as: equal quality substitution, definite readdressing substitution, nominal predicative substitution, pronominal substitution. i analyzed the data by describing the substitution used based on substitution theory. there are four findings which i can get after investigating the substitution used in the novel, namely: 1) there is no nominal predicative substitutions but the pronominal substitution is mostly used, 2) one word can substitute two words, 3) the writer differs the calling between friends and teachers to show respect, 4) aku (i) as subject sometimes are not fully written in indonesian. keywords: substitution, ayat ayat cinta, indolish (indonesian-english) introduction i am interested in conducting the study on substitution after i learnt about it. my lecturer told me that it made our sentence more simple without repeating the subject, the object, the complement, the activity done, and the place which were frequently mentioned. in substitution, we had to consider the cohesion and the coherence. in other words, it should be clear (anik, 2013). i choose novel as the object because i am sure that i can learn much from the way the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 19 famous writer writes and the way the writer attracts the readers to read his novel in attractive and simple sentences so that all people can read it and understand it easily. i choose habiburrahman‟s novel because i really like the story. i can take some moral values given by the writer. it tells me how to love and appreciate others because of allah. it also educates to tell the truth. i think it is the best novel which i have ever read. many people in indonesia have read the novel and even saw the film in television. the aim of my study is to get the data related with the substitution on the famous indonesian novel to enrich the theoretical and practical perspectives on language materials about substitution. the data which i analyzed was only in the sub title “gadis mesir itu bernama maria”. review of literature i had read some journals about substitution. (anik, 2013) stated that there were 4 kinds of substitution used in the javanese short story “tembange wong kangen”. the kinds of substitution were equal quality substitution, definite readdressing substitution, nominal predicative substitution, and pronominal substitution. i had a gap here with her. my study concerned not only in the kinds of substitution applied in the text, but also it determined whether there was semantic similar substitution. i observed the kinds of the substitution from the parts of the sentences in the novel based on the kinds of substitution used (sudaryanto, 1993:15). in (hintz & biemann, 2016), they discussed about the lexical substitution applied in english, italian, and german. they applied an experiment in the three languages. they were successful in improving the full lexical substitution by combining unsupervised features and distributional thesauri in a supervised one. i did not analyze english or other foreign languages but i analyzed my own language in indonesian, especially substitution. by reading a good novel, i am definitely sure that all people can also learn the language context. journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 20 method i applied descriptive qualitative design. i analyzed the novel from the structure and the system (kridalaksana, 1983:158 cited in anik, 2013). i clarified the substitution based on the functional and category of syntax. i described the data i got in words (moleong, 2007:6). the data were taken from phrases and sentences or discourse which were complete in coherence and cohesion (tarigan, 1987:27; djajasudarma, 2006:4; chaer, 2007) which also had marked substitution. the data source was taken from novel with the title “ayat ayat cinta”. the method which i used were observing the substitution used in the novel, recording data (by taking notes on data card or data table), and clarifying the data. i observed the kinds of the substitution from the parts of the sentences in the novel based on the kinds of substitution used (sudaryanto, 1993:15). he stated that the data could be taken from the sentences or paragraphs from the discourse. the data which i took only the kinds of substitution in four forms namely equal quality substitution, definite readdressing substitution, nominal predicative substitution, pronominal substitution found in the novel “ayat ayat cinta”. finding and discussion substitution form code substitution in discourse explanation p1 penduduknya, banyak yang berlindung dalam flat yang ada dalam apartemenapartemen berbentuk kubus dengan pintu, jendela, dan tirai tertutup rapat. penduduknya (its citizen of cairo) here is considered as pronominal substitution (possessive). p2 panggilan azan dzuhur dari ribuan menara yang bertebaran di seantero kota hanya mampu menggugah dan menggerakkan hati mereka yang benarbenar tebal imannya. mereka yang memiliki tekad beribadah sesempurna mungkin dalam segala musim dan cuaca. ia tetap teguh berdiri. ia tidak pernah mengeluh. diseantero kota (in all cities in cairo) is considered as equal quality substitution. mereka (they who have strong belief) and ia (he keeps to stand tall) are considered as pronominal substitution (indeterminative) p3p4 awal-awal agustus memang puncak musim panas. dalam kondisi yang sangat tidak nyaman seperti ini, aku sendiri sebenarnya sangat malas keluar. dalam kondisi yang sangat tidak nyaman seperti ini (in this terrible condition) is a kind of equal quality journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 21 hidungnya mengeluarkan darah. tiga hari ini darah selalu merembes dari hidungnya. padahal ia tidak keluar flat sama sekali. substitution. aku sendiri (i myself), hidungnya (his nose)are kinds of pronominal substitution, and tiga hari ini (these three days) is called definite readdressing substitution. p5 dengan tekad bulat, setelah mengusir segala rasa aras-arasen, aku bersiap untuk keluar. pada ulama besar iniaku belajar qiroah sab‟ah dan ushul tafsir. beliau adalah murid syaikh mahmoud khusyari. guru besarnya para pembaca dan penghafal alqur‟an di mesir. aku (i) is a pronominal person, pada ulama besar ini (to this famous moslem scholar) is called definite readdressing substitution, and guru besarnya (the professor) belongs to the pronominal substitution (possessive). p6 jadwalku mengaji pada syaikh yang terkenal sangat disiplin itu seminggu dua kali. beliau selalu datang tepat waktu. siapa saja yang ingin belajar qiraah sab‟ah. boleh imam warasy, boleh imam hafsh atau lainnya. tahun inibeliau hanya menerima sepuluh orang murid. aku termasuk orang yang beruntung itu. lebih beruntung lagi, beliau sangat mengenalku. itu karena, disamping sejak tahun pertama kuliah, aku sudah menyetorkan hafalan al quran pada beliau. ternyata hanyadiriku seorang yang bukan orang mesir. aku satu-satunya orang asing, sekaligus satu-satunya yang dari indonesia. tak heran jika beliau meng-anakemaskan diriku. dan teman-teman dari mesir tidak ada yang merasa iri dalam masalah ini. mereka semua simpati padaku. itulah sebabnya jika aku absen pasti akan langsung ditelpon oleh syaikh utsman dan teman-teman. mereka akan bertanya kenapa tidak datang? maka aku harus tetap berusaha datang selama masih mampu menempuh perjalanan sampai ke shubra, meskipun panas membara dan badai debu bergulung-gulung diluar sana. jadwalku (my schedule) belongs to the pronominal substitution (possessive), beliau (he) is pronominal substitution (pronominal person), siapa saja (anyone) is pronominal substitution (indeterminative), tahun ini (this year) is pronominal substitution (demonstrative), aku termasuk orang yang beruntung itu (i am included in the lucky people) is called pronominal substitution (demonstrative). itu karena (that is because) is definite readdressing substitution. hanya diriku seorang/aku satu-satunya (i am the only one) is pronominal person, masalah ini (this problem), itulah sebabnya (that is why) are named definite readdressing substitution, mereka semua (all of them), syaikh utsman dan temanteman (syaikh utsman and friends) are named pronominal person, diluar sana (outside over there) is demonstrative pronominal substitution. journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 22 p7 kuambil mushaf tercinta kuambil (i take) is pronominal person. p8 kucium penuh takzim. lalu kumasukkan kedalam saku depan tas cangklong hijau tua. meskipun butut, ini adalah tas bersejarah yang setia menemani diriku menuntut ilmu sejak di madrasah aliyah sampai saat ini, saat menempuh s2 di universitas tertua di dunia, di delta nil ini. aku mengambil satu botol kecil berisi air putih di kulkas. kumasukkan dalam plastik hitam lalu kumasukkan dalam tas. kucium (i kiss) and ku masukkan (i put into) are pronominal person, ini (this) is demonstrative pronominal substitution, diriku (me) and aku (i) are pronominal person, saat ini (at the moment) is definitite readdressing substitution. p9 aku sedikit ragu mau membuka pintu. hatiku ketar ketir. angin sahara terdengar mendesau-desau. keras dan kacau. tak bisa dibayangkan betapa kacaunya diluar sana. panas disertai gulungan debu yang berterbangan. suasana yang jauh dari nyaman. aku (i) is pronominal person, hatiku (my heart) is the pronominal substitution (possessive), diluar sana (outside over there) is demonstrative pronominal substitution p1 0.p 11 angin sahara menampar mukaku dengan kasar. debu bergumpal-gumpal bercampur pasir menari-nari dimanamana. kututup kembali pintu apartemen. rasanya aku melupakan sesuatu. mukaku (my face) is pronominal substitution (possessive), dimana-mana (everywhere) is pronominal substitution (indeterminative), kututup (i close) is pronominal person, aku (i) is pronominal person. p1 2 “mas fahri udaranya terlalu panas. cuacanya buruk. apa tidak sebaiknya istirahat saja dirumah?” saran saiful yang baru keluar dari kamar mandi. darah yang merembes dari hidungnya telah ia bersihkan. hidungnya (his nose) is pronominal substitution (possessive), ia (he) is pronominal substitution (person). p1 3 “insya allah tidak akan terjadi apa-apa. aku sangat tidak enak pada syaikh utsman jika tidak datang. beliau saja yang sudah berumur tujuh puluh lima tahun selalu datang. tepat waktu lagi. tak kenal cuaca panas atau dingin. padahal rumah beliau dari masjid tak kurang dari dua kilo,” tukasku sambil bergegas masuk kamar kembali, mengambil topi dan kaca mata hitam. aku (i), beliau (he), tukasku (i said) are pronominal substitution (person). p1 4 “allah yubarik fik, mas” ujarnya serak. tangan kanannya mengusapkan sapu tangan pada hidungnya. mungkin darahnya merembes lagi. tangan kanannya (his right hand), hidungnya (his nose), darahnya (his blood) are pronominal substitution journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 23 (possessive). p1 5 “wa iyyakum! balasku sambil memakai kacamata hitam dan memakai topi menutupi kopiah putih yang telah menempel di kepalaku. “sudah bawa air putih mas?” aku mengangguk. balasku (i answered), aku (i) are pronominal substitution (person), dikepalaku (in my head) is pronominal substitution (possessive). p1 6 “saif, rudi minta dibangunkan setengah dua. tadi malam dia lembur bikin makalah. kelihatannya dia baru tidur jam setengah sepuluh tadi. terus tolong nanti bilang sama dia untuk beli gula dan minyak goreng. hari ini, dia yang piket belanja. oh ya, hampir lupa nanti sore yang piket masak hamdi. dia paling suka masak oseng-oseng wortel campur kofta. kebetulan wortel dan koftanya habis. bilang sama rudi sekalian. dia (he) is pronominal substitution (person) p1 7 sebagai yang dipercaya untuk jadi kepala keluarga-meskipun tanpa seorang ibu rumah tangga-aku harus jeli memperhatikan kebutuhan dan kesejahteraan anggota. dalam flat inikami hidup berlima; aku, saiful, rudi, hamdi, dan mishbah. kebetulan aku yang paling tua, dan paling lama di mesir. secara akademis, aku juga yang paling tinggi. aku tinggal menunggu pengumuman untuk menulis thesis master di al azhar. yang lain masih program s.1. saiful dan rudi baru tingkat tiga, mau masuk tingkat empat. sedangkan misbah dan hamdi sedang menunggu pengumuman kelulusan untuk memperoleh gelar lc atau licence. mereka semua telah menempuh ujian akhir tahun pada akhir mei sampai awal juni yang lalu. sebagai yang dipercaya-aku (as the one who is trusted-i) is called definite readdressing substitution, dalam flat ini (in this flat) is pronominal substitution (demonstrative), kami (we) and aku (i) are pronominal person, yang lain (the other) is definite readdressing substitution, mereka semua (all of them) is pronominal person p1 8 dan hari ini kebetulan yang ada di flat hanya tiga orang, yaitu aku, saiful, dan rudi. adapun hamdi sudah dua hari ini, punya kegiatan di dokki, tepatnya di masjid indonesia cairo. ia diminta memberikan pelatihan kepemimpinan pada remaja masjid yang semuanya adalah putera-puteri para pejabat kbri. siang ini katanya selesai, dan nanti sore dia pulang. sedangkan mishbah sedang berada di rab‟ah el-adawia nasr city. ia/dia (he), semuanya (all of them), aku sendiri (i myself), kami berlima (we are five), mereka (they) are called pronominal substitution (person), ditempatnya mas khalid (in khalid’s place) is called definite readdressing substitution, flat ini (this flat) is pronominal substitution (demonstrative), tempat yang journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 24 katanya ia harus menginap di wisma nusantara, ditempatnya mas khalid, untuk merancang draft pelatihan ekonomi islam bersama professor maulana husein shahata, pertengahan september depan. masing-masing penghuni flat ini punya kesibukan. aku sendiri yang sudah tidak aktif di organisasi manapun, juga mempunyai jadwal dan kesibukan. membaca bahan untuk thesis, talaqqi qiro’ah sab’ah. menerjemah, dan diskusi intern dengan teman-teman mahasiswa indonesia yang sedang menempuh s.2 dan s.3 di cairo. kami berlima sudah seperti saudara kandung. saling mencintai, mengasihi, dan mengerti. semua punya hak dan kewajiban yang sama. tidak ada yang diistimewakan, semboyan kami, baiti jannati. rumahku adalah surgaku. tempat yang kami tinggali ini harus benar-benar menjadi tempat yang menyenangkan. dan sebagai yang paling tua, aku bertanggung jawab untuk membawa mereka pada suasana yang mereka inginkan. kami tinggali ini (place where we live) is definite readdressing substitution. p1 9 aku melangkah ke pintu. “saif, jangan lupa pesanku tadi!‟ kembali aku mengingatkan sebelum membuka pintu. aku (i) is named pronominal substitution (person), pesanku is called also pronominal substitution but it is possessive. p2 0 “insya allah” mas. di luar sana angin terdengar mendesau-desau. benar kata saiful, sebenarnya cuaca kurang baik. di luar sana (over there) is pronominal substitution (demonstrative). p2 1 ah, kalau tidak ingat bahwa kelak akan ada hari yang lebih panas darihari ini dan lebih gawat dari hari ini. hari ketika manusia digiring di padang mahsyar dengan matahari hanya satu jengkal diatas ubun-ubun kepala. kalau tidak ingat bahwa keberadaankudi kota seribu menara ini adalah amanat. dan amanat akan dipertanggungjawabkan dengan pasti. kalau tak ingat bahwa masa muda yang sedang aku jalani ini akan dipertanyakan kelak. kalau tak ingat bahwa tidak semua orang diberi nikmat belajar di bumi para nabi ini. kalau tidak ingat, bahwa aku belajar kelak akan ada hari yang lebih panas dari hari ini (there will be hotter day than today) and keberadaanku di kota seribu menara ini (my existence in this a thousand tower city), kalau tak ingat itu semua (if i don’t remember those), dari syiria itu (from that syiria) are called definite readdressing substitution, journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 25 disini dengan menjual satu-satunya sawah warisan dari kakek. kalau tidak ingat bahwa aku dilepas dengan linangan air mata, dan selaksa doa dari ibu, ayah, dan sanak saudara. kalau tak ingat bahwa jadwal adalah janji yang harus ditepati. kalau tak ingatitu semua, sholat zhuhur dikamar saja lalu tidur nyantai menyalakan kipas dan mendengarkan lantunan lagu el himl el arabia atau el hubb el haqiqi, atau untaian sholawatnya emad rami dari syiriaitu, tentu rasanya nyaman sekali. apalagi jika diselingi minum ashir mangga yang sudah didinginkan satu minggu didalam kulkas atau makan buah semangka yang sudah dua hari didinginkan. masya allah, alangkah segarnya. p2 2 kubuka pintu apartemen perlahan. kubuka (i open) is pronominal substitution as person. p2 3 angin sahara kembali menerpa wajahku. aku melangkah keluar lalu menuruni tangga satu persatu. flat kami ada ditingkat tiga. gedung apartemen ini hanya enam tingkat dan tidak punya lift. sampai di halaman apartemen, jilatan panas matahari seakan menembus topi hitam dan kopiah putih yang menempel di kepalaku. seandainya tidak memakai kacamata hitam, sinarnya yang benderang akan terasa perih menyilaukan mata. wajahku (my face), flat kami (our flat), dikepalaku (on my head), sinarnya (its light), aku (i) are pronominal substitution (possessive and person), gedung apartemen ini (this flat) belongs to definite readdressing substitution. p2 4 kulangkahkan kaki ke jalan. “psst..psst.. fahri! fahri!” kuhentikan langkah. telingaku menangkap ada suara memanggil-manggil namaku dari atas. suara yang sudah kukenal. kupicingkanmataku mencari asal suara. di tingkat empat. tepat diatas kamarku. seorang gadis mesir berwajah bersih membuka jendela kamarnya sambil tersenyum. matanya yang bening menatapku penuh binar. kulangkahkan/ kuhentikan/kukenal/kupicingka n(i step/ i stop/i stare) are pronominal substitution (person). telingaku/namaku/mataku/jen dela kamarnya/kamarku/matanya (my ear/my name/my eyes/her window/my room/her eyes) are called pronominal substitution (possessive), menatapku (stare at me) is pronominal substitution (subject). p2 “hei fahri, panas-panas begini keluar, aku (i) is pronominal journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 26 5 mau kemana?” “shubra” “talaqqi al qur‟an ya?” aku mengangguk. “pulangnya kapan?” “jam 5 insya allah” “bisa nitip?” “nitip apa?”. “belikan disket. dua. aku malas sekali keluar”. “baik, insya allah” aku membalikkan badan dan melangkah. fahri, “fahri, istanna suwayya!” “fi eh kaman?”aku urung melangkah. “uangnya”. “sudah, nanti saja, gampang” “syukron fahri.” “afwan” substitution (person), uangnya (its money) is pronominal substitution (possessive) p2 6 aku cepat-cepat melangkah ke jalan menuju masjid untuk shalat zhuhur. panasnya bukan main. aku (i) is pronominal substitution (person) p2 7 gadis mesir itu namanya maria. ia juga senang dipanggil maryam. dua nama yang menurutnya sama saja. dia puteri sulung tuan boutros rafael girgis. berasal dari keluarga besar girgis. sebuah keluarga kristen koptik yang sangat taat. bisa dikatakan, keluarga maria adalah tetangga kami paling akrab. ya, paling akrab. flat atau rumah mereka berada tepat diatas flatkami. indahnya, mereka sangat sopan dan menghormati kami mahasiswa indonesia yang sedang belajar di al-azhar. gadis mesir itu (that egypt girl), ia/dia (she), tetangga kami (our neighbor), flat atau rumah mereka (flat or their house), flat kami (our flat), mereka (they) are called pronominal substitution as demonstrative, possessive, and person). dua nama (two names), kami mahasiswa indonesia (us indonesian student) are called definite readdressing substitution. p2 8 maria gadis yang unik. ia seorang kristen koptik atau dalam bahasa mesirnya qibthy.namun ia suka al qur‟an. ia bahkan hafal beberapa surat al-qur‟an. diantaranya surat maryam. sebuah surat yang membuat dirinya merasa bangga. aku mengetahui hal itu pada suatu kesempatan. berbincang dengannya didalam metro. kami tak sengaja berjumpa. ia pulang kuliah dari cairo university. sedangkan aku juga pulang dari al azhar university. kami duduk di satu bangku. suatu kebetulan. ia (she), dengannya (with her), kami (we), aku (i) are called pronominal substitution (person), sebuah surat yang membuat dirinya merasa bangga (a letter which makes her proud), hal itu (that) are called definite readdressing substitution. p2 9 “hei! namamu fahri, iyakan?” “benar” “kau pasti tahu namaku, iya kan?” iya aku tahu, namamu maria. puteri tuan boutros girgis.” “kau benar” “apa bedanya maria dengan maryam?” “maria atau maryam sama saja. seperti david dengan daud. yang jelas namaku tertulis dalam kitab sucimu. namamu (your name), namaku (my name), kitab sucimu (your holy book) are called pronominal substitution (possessive), kau (you) is also called pronominal substitution (person) journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 27 kitab yang paling banyak dibaca umat manusia didunia sepanjang sejarah. bahkan jadi nama di sebuah surat. surat ke sembilan belas yaitu surat maryam, hebat bukan?” p3 0 “hei, bagaimana kau mengatakan al qur‟an adalah kitab suci paling banyak dibaca umat manusia sepanjang sejarah?” “darimana kamu tahu itu?” selidikku dengan penuh rasa kaget dan penasaran. itu (that) is called definite readdressing substitution, selidikku (i investigate) is called pronominal substitution (person) p3 1 “jangan kaget kalau aku berkata begitu. ini namanya objektif. memang kenyataannya demikian. charles francis potter mengatakan seperti itu. bahkan jujur kukatakan, al-qur‟an jauh lebih dimuliakan dan dihargai daripada kitab suci lainnya. ia lebih dihargai daripada perjanjian baru dan perjanjian lama. pendeta j. shillidy dalam bukunya the lord jesus in the koran memberikan kesaksian seperti itu. dan pada kenyataannya tidak ada buku/kitab di dunia ini yang dibaca dan dihafal oleh jutaan manusia setiap detik melebihi alqur‟an. di mesir saja ada sekitar sepuluh ribu ma‟had al azhar. siswanya ratusan ribu bahkan jutaan anak. mereka semua sedang menghafalkan al-qur‟an. karena mereka tak akan lulus dari ma‟had al azhar kecuali harus hafal al-qur‟an. aku saja yang seorang koptik suka kok menghafal al-qur‟an. bahasanya indah dan enak dilantunkan.” cerocosnya santai tanpa ada keraguan. ini (this), itu (that) are called definite readdressing substitution, kukatakan (i said) is pronominal substitution (person), lainnya (other) is pronominal substitution (indeterminative), ia (it) is pronominal substitution,seperti itu (like that) is called definite readdressing substitution, di dunia ini (in this world) is pronominal substitution (demonstrative), siswanya (its students) is pronominal substitution (possessive), mereka semua (all of them) is pronominal substitution (person), bahasanya (its language) and cerocosnya (her remark) are pronominal substitution (possessive). p3 2 “kau juga suka menghafal al-qur‟an? apa aku tidak salah dengar?” heranku. “ada yang aneh?” aku diam tidak menjawab. “aku hafal surat maryam dan surat al-maidah di luar kepala.” “benarkah?” “kau tidak percaya? coba kau simak baik-baik!” maria lalu melantunkan surat maryam yang ia hafal. anehnya ia terlebih dahulu membaca ta‟awudz dan basmalah. ia tahu adab dan tata cara membaca alqur‟an. jadilah perjalanan dari mahattah anwar sadat tahrir sampai kau (you), aku (i), ia (she), kuhabiskan (i spend), seorang maria (maria) are pronominal substitution (person), bacaannya (her reading) is pronominal substitution (person) journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 28 tura el-esmen kuhabiskan untuk menyimak seorang maria membaca surat maryam dari awal sampai akhir. nyaris tak ada satu hurufpun yang ia lupa. bacaannya cukup baik meskipun tidak sebaik mahasiswi al azhar. dari tura el-esmen hingga hadayek helwan maria mengajak berbincang kemanamana. aku tak menghiraukan tatapan orang-orang mesir yang heran aku akrab dengan maria. p3 3 itulah maria, gadis paling aneh yang pernah kukenal. meskipun aku sudah cukup banyak tahu tentang dirinya, baik melalui ceritanya sendiri saat tak sengaja bertemu di metro, atau melalui ceritaayahnya yang ramah. tapi aku masih menganggapnya aneh. bahkan misterius. ia gadis yang sangat cerdas. nilai ujian akhir sekolah lanjutan atasnya adalah terbaik kedua tingkat nasional mesir. ia masuk fakultas komunikasi, universitas cairo. dan tiap tingkat selalu meraih predikat mumtaz atau cumlaude. ia selalu terbaik di fakultasnya. ia pernah ditawari jadi reporter ahram, koran terkemuka di mesir. tapi ia tolak. ia lebih memilih jadi penulis bebas. ia memang gadis koptik yang aneh. menurut pengakuannyasendiri, ia paling suka dengar suara adzan, tapi pergi ke gereja tidak pernah ia tinggalkan. sekali lagi, ia memang gadis koptik yang aneh. ku tidak tahu jalan pikirannya. itulah (that) is pronominal substitution (demonstrative), kukenal (i know), aku (i), ia (she) dirinya (her), menganggapnya (assume it) are called pronominal substitution (person), ceritanya sendiri (her own story), cerita ayahnya (her father’s story), nilai ujian akhir sekolah lanjutan atasnya (her final exam score in senior high school), di fakultasnya (in her faculty), pengakuannya sendiri (her own confession), pikirannya (her thought) are called pronominal substitution (possessive). p3 4 selama ini, aku hanya mendengar dari bibirnya yang tipis itu hal-hal yang positif tentang islam. dalam hal etika berbicara dan bergaul ia terkadang lebih islami daripada gadis-gadis mesir yang mengaku muslimah. jarang sekali kudengaria tertawa cekikikan. ia lebih suka tersenyum saja. pakaiannya longgar, sopan dan rapat. selalu berlengan panjang dengan bawahan panjang sampai tumit. hanya saja, ia tidak memakai jilbab. tapi itu jauh lebih sopan ketimbang gadis-gadis aku (i), kudengar (i hear), ia (she), mereka (they), mengaguminya (admire it) are called pronominal substitution (person), bibirnya (her lips), pakaiannya (her clothes), perutnya (their stomache), penghormatannya (her respect) are named pronominal substitution (possessive), itu (that) is called definite readdressing substitution. journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 29 mesir seusianya yang berpakaian ketat dan bercelana ketat, dan tidak jarang bagian perutnya sedikit terbuka. padahal mereka banyak yang mengaku muslimah. maria suka pada al-qur‟an. ia sangat mengaguminya, meskipun ia tidak pernah mengaku muslimah. penghormatannya pada al-qur‟an bahkan melebihi beberapa intelektual muslim. p3 5 ia pernah cerita, suatu kali ia ikut diskusi tentang aspek kebahasaan alqur‟an di fakultas sastra universitas cairo, pemakalahnya adalah seorang doctor filsafat jebolan sorbonne perancis. maria merasa risih sekali dengan kepongahan doktor itu yang mengatakan al-qur‟an tidak sakral karena dilihat dari aspek kebahasaan ada ketidakberesan. doktor itu mencontohkan dalam al-qur‟an ada rangkaian huruf yang tidak diketahui maknanya. yaitu alif laam miim, alif laam ra, haa miim, yaa siin, thaaha nuun, kaf ha ya „ain shad, dan sejenisnya. ia (she), pemakalahnya (the speaker)are called pronominal substitution (person); doktor itu (that doctor) is called pronominal substitution (demonstrative). p3 6 maria berkata padaku, “fahri, aku geli sekali mendengar perkataan doctor dari sorbonne itu. dia itu orang arab, juga muslim, tapi bagaimana bisa mengatakan hal yang stupid begitu. aku saja yang koptik bisa merasakan betapa indahnya al-qur‟an dengan alif laam miim-nya. kurasa rangkaian huruf-huruf seperti alif laam miim, alif laam ra, haa miim, yaa siin, thaaha nuun, kaf ha ya „ain shad adalah rumusrumus tuhan yang dahsyat maknanya. susah diungkapkan maknanya, tapi keagungannya bisa ditangkap oleh mereka yang memiliki cita rasa bahasa arab yang tinggi. jika susunan itu dianggap sebagai suatu ketidakberesan, orang-orang kafir quraisy yang sangat tidak suka pada al-qur‟an dan memusuhinya sejak dahulu tentu akan mengambil kesempatan adanya ketidakberesan itu untuk menghancurkan al-qur‟an. dan tentu padaku (me), aku (i), dia itu (he), memusuhinya (hostile it), kurasa (i think) are called pronominal substitution person, dari sorbone itu (from the sorbonne), susunan itu (the order) are called definite readdressing substitution. mereka (they) is called pronominal substitution (indeterminative). journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 30 mereka sudah mencela bahasa alqur‟an habis-habisan sepanjang sejarah. namun kenyataannya, justru sebaliknya. mereka mengakui keindahan bahasanya yang luar biasa. mereka menganggap bahasa al-qur‟an bukan bahasa manusia tapi bahasa yang datang dari langit. jadi kukira doctor itu benar-benar stupid. tidak semestinya seorang doctorsekelas dia mengatakan hal seperti itu.” p3 7 aku lalu menjelaskan kepada maria segala hal berkaitan dengan alif laam miim dalam al-qur‟an lengkap dengan segala rahasia yang digali oleh para ulama dan ahli tafsir. maknanya, hikmahnya, dan pengaruhnya dalam jiwa. juga kuterangkan bahwa pendapat maria yang mengatakan huruf-huruf itu tak lain adalah rumusrumus tuhan yang maha dahsyat maknanya, dan hanya tuhan yang tahu persis maknanya, ternyata merupakan pendapat yang dicenderungi mayoritas ulama tafsir. maria girang sekali mendengarnya. aku (i), kuterangkan (i explain), mendengarnya (hear it) are pronominal substitution (person or noun), huruf-huruf itu (those alphabets) is called definite readdressing substitution. p3 8 “wah pendapat yang terlintas begitu saja dalam benak kok bisa sama dengan pendapat mayoritas ulama tafsir ya?” komentarnya sambil tersenyum bangga. komentarnya (her comment) is called pronominal substitution (possessive) p3 9 aku ikut tersenyum. di dunia ini memang banyak sekali rahasia tuhan yang tidak bisa dimengerti oleh manusia lemah seperti diriku. termasuk kenapa ada gadis seperti maria. dan akupun tidak merasa perlu untuk bertanya padanya kenapa tidak mengikuti ajaran al-qur‟an. pertanyaan itukurasa sangat tidak tepat ditujukan pada gadis cerdas seperti maria. dia pasti punya alasan atas pilihannya. inilah yang membuatku menganggap maria adalah gadis aneh dan misterius. di dunia ini banyak sekali hal-hal misterius. masalah hidayah dan iman adalah masalah misterius sebab hanya allah saja yang berhak menentukan siapasiapa yang patut diberi hidayah. abu aku (i), akupun (i also), seperti diriku (like me), dia (she), memberikannya (give it), membuatku (makes me) are called pronominal substitution), pilihannya (her choice), ayah kandungnya (his birth father) are also called pronominal substitution but it shows possession, inilah (this) is called definite readdressing substitution. journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 31 thalib adalah paman nabi yang matimatian membela dakwah nabi. cinta nabi pada beliau sama dengan cinta nabi pada ayah kandungnya sendiri. tapi masalah hidayah hanya allah yang berhak menentukan. nabi tidak bisa berbuat apa-apa atas nasib sang paman yang amat dicintainya itu. juga hidayah untuk maria. hanya allah yang berhak memberikannya. p4 0 mungkin, sejak azan berkumandang maria telah membuka daun jendela kayunya. dari balik kaca ia melihat kebawah, menunggu aku keluar. begitu aku tampak keluar menuju halaman apartemen, ia membuka jendela kacanya, dan memanggil dengan suara setengah berbisik. ia tahu persis bahwa aku dua kali tiap dalam satu minggu keluar untuk talaqqi al-qur‟an. tiap hari ahad dan rabu. berangkat setelah azan zhuhur berkumandang dan pulang habis ashar. dan ini hari rabu, seringkali ia titip sesuatupadaku. biasanya, tidak terlalu merepotkan. seperti titip membelikan disket, memfotocopykan sesuatu, membelikan tinta print, dan sejenisnya yang mudah kutunaikan. banyak toko alat tulis, tempat foto copy dan toko perlengkapan computer di hadayek helwan. jika tidak ada disana, biasanya di shubra elkhaima ada. daun jendela kayunya/jendela kacanya (her wood window/her glass window) are called pronominal substitution (possessive), ia (she), aku (i), padaku (to me), kutunaikan (i do) are pronominal substitution (person) and sesuatu (something) is called pronominal substitution (indeterminative). p4 1 suhu udara benar-benar puas. wajar saja maria malas keluar. toko alat tulis yang juga menjual disket hanya berjarak lima puluh meter dari apartemen. namun, ia lebih memilih titip dan menunggu sampai aku pulang nanti. ini memang puncak musim panas. laporan cuaca meramalkan akan berlangsung sampai minggu depan, rata-rata 39 sampai 41 derajat celcius. ini baru di cairo. di mesir bagian selatan dan sudan entah berapa suhunya. tentu lebih menggila. ubun-ubunku terasa mendidih. ia (she) and aku (i) are called pronominal substitution (person), ini (this) is called definite readdressing substitution, ubun-ubunku (my anterior fontanelle) is pronominal substitution (possessive) p4 2 panggilan iqamat terdengar bersahutsahutan. panggilan muliaitu sangat panggilan mulia itu (that higher calling) is called journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 32 menentramkan hati. pintu-pintu meraih kebahagiaan dan kesejahteraan masih terbuka lebar-lebar. kupercepat langkah. tiga puluh meter didepan adalah masjid al-fath al-islami. masjid kesayangan. masjid penuh kenangan tak terlupakan. masjid tempat aku mencurahkan suka dan deritaku selama belajar disini. tempataku menitipkan rahasia kerinduankuyang memuncak, tujuh tahun sudah aku berpisah dengan ayah ibu. tempat aku mengadu pada yang maha pemberi rizki saat berada dalam keadaan kritis kehabisan uang. saat hutang pada teman-teman menumpuk dan belum terbayarkan. saat honor terjemahan terlambat datang. tempat aku menata hati, merancang strategi, mempertebal azam dan keteguhan jiwa dalam perjuangan panjang. definite readdressing substitution, kupercepat (i make it faster), aku (i) are called pronominal substitution (person), suka dan deritaku (my happiness and my sorrow) is called pronominal substitution (possessive). disini (here) and tempat aku menata hati, merancang strategi, mempertebal azam dan keteguhan jiwa dalam perjuangan panjang (place where i manage my heart, design strategy, thicken my courage and my principle in long struggle) belong to definite addressing substitution. p4 3 nikmat rasanya jika sudah berada didalam masjid. puluhan orang sudah berjajar rapi dalam shaf sholat jamaah. kuletakkan topi dan tas cangklongku dibawah tiang dekat aku berdiri dibarisan shaf kedua. kedamaian menjalari seluruh syaraf dan gelegah jiwa begitu kuangkat takbir. udara sejuk yang berhembus terasa mengeluselus leher dan mukaku. juga mengusap keringat yang tadi mengalir deras. aku merasa tentram dalam elusan kasih sayang tuhan yang maha penyayang. dia terasa begitu dekat, lebih dekat dari urat leher, lebih dekat dari jantung yang berdetak. kuletakkan (i put), dia (he), aku (i), kuangkat (i lift) are called pronominal substitution (person), mukaku (my face) and tas cangklongku (my strap bag) are called pronominal substitution (possessive). conclusion there were some interesting findings which i could take are namely: 1) i didn‟t find any nominal predicative substitutions in this first chapter of ayat ayat cinta novel. i could only find equal quality substitution, definite readdressing substitution, and pronominal substitution. the pronominal substitution is mostly used here; 2) one word can substitute two things, for instance: aku (i) in code p5 substitutes fahri, aku (i) in code p32 substitutes maria; 3) the writer differs the calling between friends and teachers because he wants to show that he respects journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 33 his teachers indeed, for instance: ia (he) in code p2 substitutes fahri, dia (he) in code p18 substitutes hamdi, and beliau (he) in code p5 substitutes syaikh utsman abdul fattah. in english we can‟t differ between (dia) and (beliau) but both of them are just called „he/she‟; 4) aku (i) as subject sometimes are not written fully in indonesian, for example: in code p24 „kulangkahkan kaki ke jalan‟ (i step my feet on the road). in this article, i only focused on substitution, the next researcher can investigate it further especially about the diction or its stylistic because the words which were chosen by the writer of the novel was very excellent. references aimal, anik. (2013). substitusi pada kumpulan cerkak tembange wong kangen karya sumono sandy asmoro. sutasoma: journal of javanese literature, 2, 1-7. chaer, abdul. (2007). kajian bahasa: struktur internal, pemakaian dan pembelajaran. jakarta: rineka cipta. djajasudarma, t.f. (2006). wacana: pemahaman dan hubungan antar unsur. bandung: pt. rafika aditama. hintz, gerald., & biemann, chris. (2016). language transfer learning for supervised lexical substitution. research training group aiphes/fg language technology computer science department, tecnische universitat darmstadt. proceedings of the 54 th annual meeting of the association for computational linguistics. kridalaksana, harimurti. (2001). kamus linguistik. jakarta: pt gramedia pustaka umum. moleong, lexy j. (2007). metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. sudaryanto. (1993). metode dan aneka teknik analisa bahasa. yogyakarta: duta wacana university press. tarigan, henry guntur. (1987). pengajaran wacana. bandung: angkasa. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 51 existential and non-factive presupposition in jane austen’s novel sense and sensibility dian anik cahyani (1) (diananik.stkipjb@gmail.com (1) ) english department of stkip pgri jombang abstract presupposition in sense & sensibility is interesting subject because it is a linguistic phenomenon and a typical phenomenon. presupposition can be analysis in many fields, one of them is a novel. novel is one of literature field that interested to be learn because the language of the novel is long lives. the focuses in thisstudyare to describe the existential and non-factive presupposition in sense & sensibility novel. keywords: existential presupposition, non-factive presupposition, sense & sensibility. introduction human is using language entirely as a means of communication. this means communication differs throughout countries and ethnicities. indonesian people surely use indonesia language to convey messages to their learner. this message conveying process is predominantly between two persons or more. one way communication cannot be entirely called as a message conveying process as long as the absence of the hearer. language is a means of communication that plays a very important role for human life. it means of maintaining relationship among people and a means of expressing esthetical expression, configuration real life, criticizing social phenomena and disorders, and educating the addressee in many ways through literary works, which are normally called literary text. brown and yule (1983:1) state that language has both transactional and interactional functions, meanwhile halliday and hasan (1985:17) describe that the fundamental principle of language consist of pragmatic, narrative, active, magical and phatic. in conducting communication, people have different ways though which to convey their ideas, feeling, and desires to other people. pragmatics is one part of rhetoric and novel is one of literary criticism. yule (1996:3) states that pragmatics is the study of speaker’s meaning linked to the context. there are several definitions for it, among others by leech (1983:x), richards (1985:225), and hatch (1997:135), which combined will state that pragmatics is the study of how journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 52 utterances, or speaker intents, have meaning when used in communication. and these meanings depend on the contexts and situations in which they (utterances) are used. yule (1996:25) says that presupposition is something the speaker assumes to be the case prior to making an utterance. presuppositions are extremely sensitive to context, and thus differ from logical entailment, which refers to those inferences which can be made strictly from linguistic expression itself and are restricted to the truth conditions of the particular expression. levinson (1983:168) presuppositions are a middle ground between tacitly assuming that something does not need to be mentioned at all, and, on the other hand, asserting it explicitly, perhaps as a separate statement. (1) mary’s brother bought three horses. in producing the utterance in (1), the speaker will normally be expected to have the presuppositions that a person called mary exists and that she has a brother. the speaker may also hold the more specific presuppositions that mary has only one brother and that he has a lot of money. all of these presuppositions are the speaker’s and all of them can be wrong, in fact. according to yule (1996:27) existential presupposition is an assumption that someone or something, identified by used of a noun phrase, does exist. the existential presupposition is not only assumed to be present in possessive constructions (for example, ‘your car’ >> ‘you have a car’), but more generally in any definite noun phrase. in existential presupposition, it is the assumption of the existence of the entities named by the speaker. for example, when a speaker says "tom’s car is new", we can presuppose that tom exists and that he has a car. yule (1996) non-factive presupposition is one that is assumed not to be true. verbs like ‘dream’, ‘imagine’, and ‘pretend’, as shown in below, are used with the presupposition that what follows is not true. a. i dreamed that i was rich. (>>i was not rich) b. we imagined we were in hawaii. (>> we were not in hawaii) c. he pretends to be ill. (>> he is not ill) finding and discussion existential presupposition (ep) existential presupposition is an assumption that someone or something, identified by the use of a noun phrase, does exist. the existential presupposition is not only assumed to be present in possessive constructions but more generally in any definite noun phrase. by using any of the expression in, the speaker is assumed to be committed to the existence of the entities named. these are the analysis of existential presupposition. data (1) elinor : ‘it would be impossible, i know,’ replied elinor, ‘to convince you that a journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 53 woman of seven and twenty could feel for a man of thirty-five anything near enough to love, to make him a desirable companion to her. but i must object to your dooming colonel brandon and his wife to the constant confinement of a sick chamber, merely because he chanced to complain yesterday (a very cold, damp day) of a slight rheumatic feel in one of his shoulders.’ (c.8. pg. 31) from the data (1) can be analyzed that presupposition in this data there is a woman and she is twenty seven years old, and also there is a man, he is thirtyfive year old. besides there is a man, his name is colonel brandon and he has a wife. the presupposition above based on this sentence a woman of seven and twenty could feel for a man of thirty-five. and the next presupposition is based on this sentence but i must object to your dooming colonel brandon and his wife data (2) elinor: ‘i have known it these four months. when lucy first came to barton park last november, she told me in confidence of her engagement.’ (c.37.pg.199) data (2) show the presupposition is there is a woman, and her name is lucy. she was come for the first time to barton park on the last of november. and also there is a park namely is barton. the presupposition above based on the sentence lucyfirst came to barton park last november. based on the sentence i have known it these four month, can be presupposed that elinor know something four months. the same analyzes can be seen in data (3) and (4) below: data (3) elinor : ‘no, sir’ she replied with firmness, i shall not stay. your business cannot be with me. the servants, i suppose, forgot to tell you that mr. palmer was not in the house. (c.44.pg.243) from the data (3) above, presupposition based on the sentence the servants, i suppose, forgot to tell you that mr. palmer was not in the house, that there are servants, and the servant is more than one. and also there is a man, his name is mr. palmer. he has a house but based on the data above, mr. palmer was not in his house. data (4) elinor: mr and mrs palmer were of the party; from the former, whom they had not seen before since their arrival in town, as he was careful to avoid the appearance of any attention to his mother-in-law, and therefore never came near her, they received no mark of recognition on their entrance. (c.27.pg.130) data (4) shows that the presupposition is there was a party that attended by mr and mrs palmer. it can be seen from the sentence mr and mrs palmer were of the party. meanwhile, from the sentence his journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 54 mother-in-law, and therefore never came near her, it can be assumed that mr palmer has mother-in –law, it is mrs palmer’s mother. the word his mother-in-low is show the existential presupposition in possessive constructions. data (5) elinor: however, thismorning he came just as we came home from church; and then it all came out, how he had been sent for wednesday to harley street, and been talked to by his mother and all of them, and how he had declared before them all that he loved nobody but lucy, and nobody but lucy would he have. and how he had been so worried by what passed, that as soon as he had went away from his mother’s house, he had got upon his horse, and rid into the country somewhere or other; and how he had stayed about at an inn all thursday and friday, on purpose to get the better of it. (c.38.pg.208) data (5) shows that the presupposition is there was a church. it can be seen from the sentence this morning he came just as we came home from church. it means they have just came from church and after it edward come. next, from the sentence how he had been sent for wednesday to harley street, and been talked to byhis mother it is shows that he (edward) has a mother and his mother has a house it can be seen from the words that as soon as he had went away from his mother’s house. besides it can be assumed that mr edward has a horse too, it is stated in he had got upon his horse and rid into the country somewhere or other. and from the sentence he had stayed about at an inn all thursday and friday, it can be assumed that there was an inn where mr edward had stayed over there for two days, thursday and friday. the words church, his mother, his mother’s house, his horse and inn, those are shown the existential of something. church and inn include adverb of place, meanwhile hismother, his mother’s house and his horse is including possessive. based on the analyzes data above, it can be concluded that existential presupposition (ep) has characteristic such as: (a) ep shows the assumed of the existence of noun. it can be seen from the servants, estate, the house, a woman, a man, name of people ( colonel brandon, lucy, mr. palmer ). (b) ep shows the existence of adverb of place. it can be seen from church, inn, norland park, barton park, harley street. (c) ep shows the existence of possessive constructions. it can be seen from the word his mother, his mother’s house, his horse, his mother-in-law, her child, his wife. (d) ep shows the existence ofadverb of time. it can be seen from: four months,last november, yesterday, wednesday, thursday and friday. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 55 non-factive presupposition (n-fp) non factive presupposition is one that is assumed not to be true. it is followed by verbs like ‘dream’, ‘imagine’, and ‘pretend’. these are the analysis of non-factive presupposition (n-fp). data (6) elinor: ‘you decide on his imperfections so much in the mass,’ replied elinor, ’and so much on the strength of your own imagination, that the commendation i am able to give of him is comparatively cold and insipid. i can only pronounce him to be a sensible man, well bred, well informed, of gentle address, and i believe possessing an amiable heart.’ (c.11.pg.41) data (7) mariane : ‘why should you imagine, elinor, that we did not go there, or that we did not see the house? is not it what you have often wished to do yourself?’(c.13.pg.53) based on the data (6) the presupposition is elinor’s sister imagine the perfections man, data (7) above the presupposition is elinor imagine that she go and she saw the house. it can be seen from the sentence why should you imagine, elinor, that we did not go there, or that we did not see the house? data (8) mariane : ‘it is very true,’ said marianne, ’that admiration of landscape scenery is become a mere jargon. everybody pretends to feel and tries to describe with the taste and elegance of him who first defined what picturesque beauty was. i detest jargon of every kind, and sometimes i have kept my feelings to myself, because i could find no language to describe him in but what was worn and hackneyed out of all sense and meaning.’ (c.18.pg.76) based on the data (8) above can be presupposed that everybody as if tries to describe the elegance of him (edward). he became the jargon in every kind and marianne could not find the language to describe him too. this presupposition was supported by this sentence everybody pretends to feel and tries to describe with the taste and elegance of him who first defined what picturesque beauty was. i detest jargon of every kind, and sometimes i have kept my feelings to myself, because i could find no language to describe him. data (9) elinor: ‘i certainly did not seek your confidence,’ said elinor, ‘but you do me no more than justice in imagining that i may be depended on. your secrets are safe with me; but pardon me if i express some surprise at so unnecessary a communication. you must at least have felt that my being acquainted with it could not add to its safety.’ (c.22.pg.102) based on the data (9) based on this phrase in imaginingthat i may be depended on, can be presupposed that elinor was depend on to the other people, she could not stand by herself. data (10) elinor: some people imagine that there can be no accommodations, no space in a journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 56 cottage; but this is all a mistake. (c.36.pg.193) from the data above (10) it can be analyses that, what same people think is not right. because, in that place there an accommodations and also there is space in a cottage. it can be seen from the utterance some people imagine that there can be no accommodations, no space in a cottage; but this is all a mistake. its mean that, something that they imagine is not right. based on the analyzes data above, it can be concluded that non-factive presupposition (n-fp) has characteristic such as: (a) n-fp shows the assumed of the utterances are not to be true. (b) n-fp is shows by the words imagination, imagine, pretends, imagining. conclusion 1. existential presupposition (ep) shows the assumed of the existence of noun, shows the existence of adverb of place, shows the existence of possessive constructions and shows the existence ofadverb of time. 2. non-factive presupposition (nfp) shows the assumed of the utterances are not to be true, and it is followed by imagination, imagines, pretends, imagining. journal of english language teaching volume 3 nomor 1, februari 2016 issn: 2548-5865 57 references austen, jane. (1881). sense and sensibility. london: everyman. brown, gillian., & george, yule. (1983). discourse analysis. cambridge: cambridge university press. geurts, bart. (1999). presupposition and pronouns. elsevier science ltd.usa halliday, m.a.k., & hasan, ruqaiya. (1985). language text and context: aspects of language in social semiotic perspective. victoria: deakin university press. leech, geoffrey. (1983). principle of pragmatics. london: longman group. yule, george. (1996). pragmatics. oxford: oxford university press. journal of english language teaching http://ojs.ikipmataram.ac.id/index.php/joelt doi: 10.33394/jo-elt.v5i1.2296 volume 5 nomor 1, juni 2018 online: 2548-5865, print: 2355-0309 pp.40-48 40 the implementation of vocabulary building strategy in teaching english vocabulary to young learners syafrizal 1) , haerudin 2) 1) associate professor at university of sultan ageng tirtayasa 2) teacher at daar el-qolam tangerang banten syafrizal@untirta.ac.id 1) , haerudin168@gmail.com 2) abstract vocabulary as one of english component and it’s very important to learn. before the students master the four skills they have to know some vocabularies to support them in learning english. english vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. in presenting english, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. the teacher needs to manipulate some strategies to support the teaching and learning process. teaching english for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. the type of this research is descriptive qualitative research. this research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. it describes the technique and method used by the teacher in teaching english vocabulary to young learner. keywords: vocabulary, building strategy, young learner introduction teaching english has developed dramatically in the recent years. because globalization impact and everyone should understand english as their international language. the development of english education can also be seen in indonesia, in which english starts to be taught earlier to young learner. there are four skills that should be mastered by students in learning english. they are speaking, listening, reading, and writing. besides the four english skills, to support the mastery of the four language skills the students should have well understanding of english components such as vocabulary, pronunciation, and grammar.vocabulary is core component of listening, speaking, reading and writing. vocabulary is very important to be learned by the students who want to master a language. english vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. in presenting english, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. the teacher needs to manipulate some strategies to support the teaching and learning process. teaching english for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. elementary school students are children who still like playing, so the teacher is expected to be imaginative and creative in developing their teaching strategy to make the english lesson more exiting. identification of problem based on the background of the study, here some reasons why the researcher identifies the vocabulary mailto:syafrizal@untirta.ac.id mailto:haerudin168@gmail.com2 41 building strategy in teaching vocabulary. first, teaching vocabulary to young learner is not easy. second, teaching english for young learner is different from teaching adults. problem statements based on the background of the study, the researcher formulates some problems as follows: (1) how is the implementation of vocabulary building strategy in teaching english vocabulary to young learners at pesantren daar el-qolam 3? (2) what are the problems of implementation of vocabulary building strategy in teaching english vocabulary to young learners at pesantren daar el-qolam 3? (3) how is the problems solving of the implementation of vocabulary building strategy in teaching english vocabulary to young learners at pesantren daar el-qolam 3? review of related literature teaching strategy strategies are steps or action a taken for the purpose of winning a war, another definition of strategy is an effort to achieve success goal. in an education context, j. r david in hamruni, stated that strategy is a plan, method, or series of activities designed to achieve a particular educational goal. according to (hamruni, 2009) the components of teaching strategy are consisting of: teacher is teaching agent so that in this matter teacher is the important point. teacher can manipulate other components of teaching strategy to be variations. but the other components of teaching strategy cannot manipulate the teacher; student is component that does study program to improve ability to reach study purposes; purpose is base to determine strategy, material, media and teaching evaluation. so that, in teaching strategy, determining purpose is the first thing that must choose by the teacher; teaching material is media to reach teaching purpose. according to (suharsini, 1990) teaching material is core component in teaching process; method is a generalized set of classroom specification for accomplishing linguistic objectives. methods tend to be concerned primarily with teacher and student role and behaviors and secondarily with such features as linguistics and subject matter objectives, sequencing and materials. they are almost always thought of as being broadly applicable to variety of audiences in a variety of contexts; media is the plural form of the term “medium”. media includes many things around us, like television, computer, picture, radio, and newspaper. in education, there are the certain media used in teaching learning process to convey the knowledge to students. this called by the media education; evaluation is component to know the result teaching-learning process, so that teacher can know the result of expectation. evaluation can be summative and formative; environment influence teacher in decides teaching strategy. situation in this matter means situations and physical condition, such as: climate, school, location, facilitation, and others. vocabulary vocabulary can be defined as '' words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)'' (neuman, s. b., & dwyer, j., 2009). (thorburry, 2002) “vocabulary can be defined, roughly, as the words we teach in the foreign language. however, a new item of 42 vocabulary may be more than just a single word: for example, post office, and mother-in-law, which are made up of two or three words but express a single idea. there are two types of vocabulary, they are active and passive vocabulary (read, 2000). while learning new words, people need a lot of practice and context connections to learn them well, store the vocabulary in the memory and recall it when speaking or writing. thus two main groups of person’s vocabulary are active and passive vocabulary. the teacher’s vocabulary strategies similarly, searching for theoretical background and, at the same time, for practical advice for this investigation, by (virginia french, 1983) was found most useful in this area since it is devoted entirely to the presentation and exemplification of practical techniques in the teaching of vocabulary. there are several strong reasons for which the vocabulary components of language course need to be carefully planned. firstly, because different vocabulary gives a greatly different return for learning, it is important to make sure that learner has a good control of highfrequency words of the language before moving on the less frequent vocabulary. secondly, most language teaching course makes vocabulary learning more difficult that it should be as a result of the way vocabulary in the course is sequenced. grouping, opposites, synonyms, and items in a lexical set together courses. young learners there are many statements about meaning of young learners. “young learners are convinced as students of english between age of 7 and 15”. the young learners are students who are studying in elementary or senior high school aging 7-15 and they studied english as second language. in learning a foreign language, children and adults have different perceptions because they have different characteristic. children are more enthusiastic than adults. moreover, they like to please their teacher but they can lose their interest easily in the materials given (cameron, 2001) stated that children have a number of characteristics that teachers of english need to keep in mind when they are planning to set up activities. they are high motivated, enthusiastic and lively learners. research method the research design the type of this research is descriptive qualitative research. this research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. it describes the technique and method used by the teacher in teaching english vocabulary to young learner in pesantren daar el-qolam 3. research setting place of research the research was carried out at pesantren daar el-qolam 3which are located at pangkat, jayanti, tangerang. daar el-qolam is one of pesantren in banten. time of research the researcher conducted the research from 1 may 2018. before to the study conducted, researchers have conducted a pre-research on the 9 may 2018. 43 subject and object of research there are two subjects of the study in this research the teachers and the students, firstly is the seventh-grade students and the teacher who taught english vocabulary. the researcher took seventh-grade students as the sample. whereas, the participants of this study are teacher and students of the seventh grade of pesantren daar el-qolam 3. research instrument the instrument of the research is the researcher himself because it is descriptive qualitative research. the researcher during the entire process of the researcher takes roles as a designer, data collector, analyst, data interpreter, and result reporters of the research (moleong, 2001). the instruments used for gathering the data were; observation, interview, and documentation. research data collection observation in this observation, the subject of observation is teacher and student’s activities in teaching english vocabulary class. it focuses on the vocabulary building strategy in teaching vocabulary. the observation is done by the researcher in the seventh grade of junior high school in pesantren daar el-qolam 3. interview the researcher adds the document by conducting interview with the english teacher and student of pesantren daar elqolam 3 recorded using audio recording. the researcher asks the teachers and students about the condition of the class and how does the learning process occurs. documentation document refers to materials such as photographs, videos, films, memos, letters, diaries, clinical case records and memorabilia of all short that can be used as supplemental information as part of study whose main data source is participant observation or interviewing. research data analysis in analyzing the data, the researcher used the descriptive method. to describe the teacher’s strategies in improving students writing. finding and discussion finding description this part presents the research findings which the researcher found in the field by doing observation and interview. it related to the teacher’s strategies in teaching vocabulary at pesantren daar elqolam 3. after the researcher investigated the teacher’s strategies in teaching vocabulary, finally, the researcher got some data. the following researcher presents the findings of the study that are divided into three findings: the implementation of vocabulary teaching building strategies the material used by the teacher in teaching vocabulary at the seventh-grade students of pesantren daar el-qolam 3.material in teaching occupies a very important position of the overall curriculum, which should be prepared for the implementation of learning to achieve the target. the teacher uses the material to develop the student’s ability and knowledge and hopefully, it should help the students to understand the lesson easily. then the material should be appropriate with the lesson plan and syllabus. the material as follow: hospital, food and drinks, times, clothes and color, and thing in the bedroom. the media used by the teacher in teaching vocabulary at the seventh-grade 44 students of pesantren daar el-qolam 3. based on the observation and interview with the english teacher, the researcher found that there are some media used by the teacher in teaching vocabulary. media plays an important role in a teaching and learning process. the use of media is very needed to teach the purposes of teaching and learning and it should be various. the using of media will increase the probability that students will learn more and the knowledge will retain better in their mind. there are some media used by the teacher in teaching: picture one of the media that the teacher used in teaching is picture. using picture in teaching is very needed by the teacher especially in teaching vocabulary. based on the observation that the researcher did on wednesday, 4 may 2018 at the seventh grade, that was touch by mrs. ojah, researcher found that the teacher use picture in teaching vocabulary, let see for example in material about clothes and color. realia / real thing on of media that the teacher used in teaching is real thing. one way of presenting words is to bring the things into the classroom or bringing into room. words like o’clock, jacket, etc. can obviously present in her way. based on the observation at the third-grade students of pesantren daar el-qolam 3. that was touch by mrs. ojah on wednesday, 9 may 2018, she teaches the students by using real things when she explained about times. she took watch then he said, “it is 7 o’clock”. based on the interview with the teachers and students, the teachers said that they often use real thing in teaching vocabulary. video based on the observation, the researcher found that the teacher uses video as one of the media in teaching. on that day the teacher shows video, that is about thing in the bedroom. it was done in order to give the students clear understanding about it. student english book student’s english book is one of media that use by the teacher. student’s english book is very needed by the teachers and also by the students. student’s english book contains the material that the teacher uses in teaching. the student’s english book or students supplementary book from the other. in addition, the students also more interest with the lesson if the teacher uses multimedia in the class. the use of lcd also makes the students do not feel bored in learning english, even they look more active during the lesson. it can be seen when the teacher teaches thing in the bedroom. the teacher uses lcd to show their video. the technique of vocabulary building strategy used by the teacher in teaching vocabulary at the seventh-grade students of pesantren daar el-qolam 3. based on the interview with the english teacher and also from the observation the researcher found that there are some techniques that the teacher used in teaching vocabulary. the technique that the teacher used such translation, memorization, playing games and also sing a song. the teacher often asked the student to come to in front of the class and answer the question on the white board. here are the explanations of the techniques above: 45 translation one technique that usually used in teaching vocabulary is translation. in translating the meaning of the words, the teacher had applied indirectly and directly. there are various ways applied by the teacher in translating the word’s meaning. based on the observation in 1 may, the researcher found that the teacher used two languages when she explained words in teaching process. the teacher doesn’t explain the material full in english. based on the observation, the researcher found that the teacher used indonesian translation in explaining words meaning. memorization the teacher also often motivates the students to always study hard. they also often asked the students to memorize a lot of vocabulary. if the students have a lot of vocabulary, the teacher believes that the students will have a good score in english. the teacher use memorization in teaching. the teacher asked the students to memorize the words that she has written on the whiteboard but the students must close their book. playing games other activities that support the student’s vocabulary were games activities. the students will be interesting and also not feel bored with the lesson. in word games, the teacher taught by presenting pictures such as picture clothes, thing in the bedroom or time. here, the teacher gave picture to the students, then asked them to describe the picture. so, other students could understand or found the meaning of vocabulary based on the picture. through that word games, the students could learn vocabulary in more joyful ways. it also increased their motivation to learn vocabulary. the problem in the implementation of vocabulary building strategy at the seventh grade seventh-grade students of pesantren daar el-qolam 3 based on the observation, there are some factors that make problem in teaching and learning vocabulary. the problem derived from two aspects. they are from the teacher, the students. the detail of the problems described as follow: the teacher the first problem can be derived from the teacher itself. the problems make the teacher can’t teach their students effectively. the teacher’s problem in motivates and less creative in giving material. the teacher’s problem described follow: the teacher has problem in motivating the students to learn vocabulary and less creative, sometimes the teacher has problem in motivating the students. motivation is very important to the students. based on the observation, the researcher found that the teacher always tries to motivate the students but sometimes the teacher feels hard to motivate the students and the teacher less creative in learning process. so, the some of the students became lazy in learning english especially in learning vocabulary and finally they more like to play with their friends or make something else activity. sometimes the teacher also has a problem to manage the classroom. the teacher got difficult to manage the class because every student has different characteristic. based on the observation, 9 may 2018 that was touch by mrs ojah, the researcher found that some of the students make a noisy or the students more like to play with their friends during the lesson. 46 the teacher was difficult to control the class. so, the teaching-learning process didn’t run well. the students the second problems can be divided from the students. the problem of the students may be problematic because usually the students have more than one problem in learning english. the problem from the students described as follow: the class environment also gives the big influence to the students, if most of the students in that class are smart the other students will grow smart also but if most of the students in that class have low score in english, usually it will be affected to the other students. based on the observation, 9 may 2018 at pesantren daar el-qolam 3, the researcher found that some of students more like to chat or play with their friend during the lesson. while, based on the observation in 9 may 2018 at pesantren daar el-qolam that was taught by mss. ojah. based on the interview that the researcher did with the students, the researcher found that some of the students feel hard to learn vocabulary because sometimes the students don’t know the meaning of a word in indonesia or they feel hard to memorize vocabulary. based on the observation and interview the researcher concluded that there are some problems of the students. the student’s problem such as the student’s motivation in learning english. some of the students have low motivation in learning english; they often play with their friends during lesson. then, some of students also have low confidence in practice english and sometimes the students feel hard to learn vocabulary because there may be some difficult words that faced by students in learning vocabulary. table post-test of english vocabulary test table post-test of english vocabulary test conclusion according to the findings of the research that the researcher gathered in pesantren daar el-qolam 3, especially at the seventh-grade students. there were the conclusions of the research findings:the 0 10 20 30 40 50 60 70 80 a c h m a d d a n u l … a h m a d f a u z i … a k m a l a la u d d in … a r i m a u la n a f a ja r f a iz r a b a n i k ia g u s … m u h a m a d z id n i … m u h a m m a d … d e w i y a t i d in d a n a f is a … h a li m a t u s a 'd iy a … m a r s a p r a m a d ia n a s y w a n a d h ir a … r a f f a k h a li s a s h a n ia s a ls a b il a … 1 2 3 4 5 6 7 8 9101112131415161718192021222324252627282930 score 0 10 20 30 40 50 60 70 80 90 a c h m a d d a n u l … a h m a d f a u z i a d it y a a k m a l a la u d d in … a r i m a u la n a f a ja r f a iz r a b a n i k ia g u s m o h a m m a d … m u h a m a d z id n i … m u h a m m a d … d e w i y a t i d in d a n a f is a … h a li m a t u s a 'd iy a h … m a r s a p r a m a d ia n a s y w a n a d h ir a … r a f f a k h a li s a s h a n ia s a ls a b il a … 1 2 3 4 5 6 7 8 9101112131415161718192021222324252627282930 score 47 first is about the material, teaching technique and the media used by the teacher. the material used by the teacher are: hospital, food and drinks, times, clothes and color, and thing in the living room. the technique of vocabulary building strategy used by the teacher: translation, memorization, playing games and sing a song. the media used by the teacher: picture, real things, and student’s english book. the second is the problem faced by the teacher and student in teaching-learning process. references annisa, a. (2013) techniques in presenting vocabulary to young efl learners. journal of english and education, 1(1), 11-20. arnaud, p. & bejoint, h. (1992). vocabulary and applied linguistic. basingstoke: macmillan. ary, donald. (1985). introduction to research in education. limited stated of america, cbs college publishing. berne, j. i., & blachowicz, c. l. z. (2008). what reading teachers say about vocabulary instruction: voices from the classroom. the reading teacher 62 (4).314-323. bogdan, robert c., & biklen, knopsari. (1998). basic of qualitative research.techniques and procedures for developing grounded theory. london: sage publications, international educational and profesional publisher. brown, h. douglas. (1987). principles of language learning and teaching. new jersey: prentice hall brown, h. douglas. (2001). principles of language learning and teaching. new jersey: prentice hall. brumfit, christopher., & mitchell, rosamond. (1997). research in the language classroom. london: macmillan publisher ltd. burns, anne. (1999). collaborative action research for english language teacher. cambridge: cambridge university press. cameron, lynne. (2001). teaching languages to young learners. new york: cambridge university press. carter, r., & mccarthy, m. (eds.). (1988). vocabulary and language teaching. london: longman. coady, james,. & huckin, thomas. (1997). second language vocabulary acquisitions. uk: cambridge university press. denzin, norman k., & yvona s. lincoln. (1970). handbook of qualitative research. california: sage publication asia-pacific pte ltd. dornyei, z. (2007). questionnaires in second language research: construction, administration, and processing. mahwah, new jersey: lawrence erlbaum. fauziati, e. (2002) . teaching of english as a foreign language. surakarta: muhammadiyah university press. gairns, r., & redman, s. (1986). working with words: a guide to teaching and learning vocabulary.usa: cambridge university press. gruneberg, m. and sykes, r. (1991). individual differences and attitudes to the keyword method of foreign language learning. language learning journal, 4, 60-62. gu, y. (2003a). vocabulary learning in second language: person, task, 48 context and strategies. electronic journal. tesl-ej, 7, 2, 1-26. gu, y. (2003b). fine brush and freehand: the vocabulary learning art of two successful chinese efl learners. tesol quarterly, 37, 73-104. hamruni. (2009). strategi dan modelmodel pembelajaran aktif menyenangkan. yogyakarta: fakultas tarbiyah uin sunan kalijaga yogyakarta. hardjono. (1998). proses belajar mengajar. bandung: tarsito. harmer, j. (1991). the practice of english teaching. london:longman. syafrizal, s. & rohmawati, c. (2017). teacher’s speaking strategies at vocational high school. journal of english language studies, 2 (1), 68. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 1 students’ ability in using elliptical construction at ikip mataram 2016 sri ariani (1) , ahmad hanan (2) (riry.queeny27@gmail.com (1) , hananbagus@yahoo.com (2) ) faculty of education for language and art(fpbs) mataram institute of teacher training and education (ikip) abstract the purpose of this research is to describe the second semester students’ ability in using elliptical construction at the second semester students of english department of ikip mataram 2016. descriptive method is used as the design of this research. this research is indended to analize whether the second semester students of english department of ikip mataram 2016 are able to use elliptical constructions or not and to analize percentage of ability of students in using elliptical constructions. the population of this research is the second semester students of english department of ikip mataram year 2016 (270 students). the researchers used cluster random sampling to select the sample. the total number of sample is 40 students. technique of data collection is conducted by using grammar test and questioner. in analyzing the data, the researchers use statistic analysis, refers to descriptive statistic, it is enable the researchers to organize, to summarize, and to describe the observation. furthermore, in describing the data, the researchers organize the data into frequency distribution. then, measure the mean scores to find out a single score that can give the indication of the ability of the 40 students on an achievements test. for this purpose, the researchers find out the mean scores. the finding of this study revealed that : (1) the ability of second year students of english department of ikip mataram year 2016 in using elliptical constructions is on low level, it can be seen from the mean score of the students which is 12,1 and this score is on low level. (2) the percentages of qualification for the second year students of english department of ikip mataram year 2016 in using elliptical constructions are on low percentages, it can be seen from the rate percentage of the ability of students in using elliptical constructions. (3) the second semester students of english department of ikip mataram year 2016 able to use elliptical constructions in small number of students. however, most of the students have lack interested about the way lecturer conduct elliptical construction. keywords: ability, elliptical sentence, elliptical, constructions. introduction one of the topics in learning grammar is elliptical sentence. according to adibah (2013: 339), elliptical sentence is a short sentence which misses some parts because they have similarity with main sentence. therefore, the sentence becomes more simple and effective. elliptical construction is a construction that lacks an element that is recoverable of inferable from the context and the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 2 omission of a word or words. it refers to construction in which words are left out of a sentence but the sentence can still be understood. elliptical construction helps us to avoid a lot of redundancy. in fact there is a lot of redundancy in language and it can be surprising how much can be left out without losing much meaning, particularly when there are contextual clues as to the real meaning. writing is more difficult compared to the other skills, writing needs more effort when the speaker use oral language to deliver messages to the listeners, the listeners may be able to understand what the speaker means although the sentences or expressions are not grammatically. especially in writing, it is become to different case, the reader will get any trouble to understand or to get information from text if the constructions is not grammatically. sentence consisted of subject, predicate, object and complement and that can be found in a simple sentence but most of the students do not know about part of sentence, so that way they often make a mistake when they write sentences on the paper. the ability of students’ in using correct constructions in writing is very important , not only in simple sentence but also in elliptical. the ability to understand the elliptical constructions are needed to make good sentences in english. so, if we wants to speak english well, the first step that should to be mastered is the way how one word is combined with the other and it can be arrangements to understand by the other people. the researchers are interested to investigate elliptical construction as the students find errors in using elliptical construction and even they do not know what elliptical construction is. considering the importance of mastering english grammar, especially in elliptical constructions, the researchers intend to investigate the ability of students in using elliptical constructions of the second semester students of english department of ikip mataram year 2016. method technique of data collection to find out the result of the ability of students in using elliptical constructions, the researchers need appropriate research instrument to obtain data. instruments are a set of question or exercise or other tools which are used to measure skill, knowledge, intelligence, achievement, and attitude of someone or group of people. so, the test is really needed to measure the ability of students in teaching learning process. based on the explanation above, the researchers used grammar test especially about elliptical constructions and questionnaire as a research instrument. (1) grammar test in the form of multiple choices was used in this research to collect the data. brown and abey wikrama (2010:295) state multiple choice is the most common and popular task journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 3 for the test-takers because it is easy to administer and to give score. it became the researchers’ reasons why they use this form of the test. (2) questionnaire is generally sent through mail to informants to be answered as specified in a covering letter, but otherwise without further assistance from the sender. questionnaire is the tool to collect the data. in this study, the researchers use questionnaire where the respondents used their own sentences to answer the questions of questionnaire. questionnaire test which is used by the researchers after find out the ability of students in using elliptical constructions. the questionnaire test consists of 12 items, and subject of research are asked to complete the test based on their experience and give to the subject of research before they face grammar test especially about elliptical constructions. questionnaire test is intended to find out the interest of subject research in learning english especially their interest related to elliptical constructions. data analysis in analyzing the data, the researchers use statistic analysis, refers to descriptive statistic, it is enable the researchers to organize, to summarize, and to describe the observation. furthermore, in describing the data, the researchers organize the data into frequency distribution. then, measure the mean scores to find out a single score that can give the indication of the ability of the 40 students on an achievements test. for this purpose, the researchers find out the mean scores. the researcher calculated mean (m) by using formula suggested by arikunto (2012:299): m =  𝑥 𝑁 where: m = mean  x = the total number n = number of students hereinafter to determine ideal maximum scores and ideal minimum scores. in this case, the ideal mean (mi) and ideal standard deviation (sdi) were derivied from the formula. mean = ½ (ideal maximum scores + ideal minimum scores – ideal minimum scores). while the standard deviation idea (sdi) = 1/6 (maximum ideal score – minimum ideal score). the data obtained is analyzed descriptively to describe the data into three catagories such as: high, avarage and low catagory. for this purpose, the researcher applies: mi + 1 sdi to mi + 3 sdi → high mi – 1 sdi to < mi + 1 sdi → avarage mi – 3 sdi to < mi – 1 sdi → low journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 4 (nurkencana, 1983: 25) in which: mi = ideal mean score sdi = ideal standard deviation to find out the percentage of the ability of the students in mastery elliptical constructions, the researchers obtained from a table of percentage scale and qualifications as follows: table 01 percentage qualification of the study. no percentage scala (%) qualification 1. 75% 100 % good 2. 50% 74% sufficient 3. 0% 49 % low (nurgiantoro, 1995: 393) result table of students’ ability in using elliptical constructions no students name student number number of correct answer score qualifi cation part a part b 1 dewi angelina 14411108 13 10 92 good 2 lukman hakim 14411096 14 8 88 3 baiq mahnep 14411089 15 7 88 4 suhirman 14411094 13 7 80 5 nidan khalifa 14411100 9 10 76 6 m. khairul fauzi 14411116 9 10 76 7 sahdan 14411110 9 10 76 8 m. nurwahyu eko 14411111 9 10 76 9 moh. rosihan 14411099 12 7 76 10 baiq fitriatun aisa 14411083 9 10 76 11 ria erpiana 14411098 11 7 72 sufficie nt 12 hendri setiawan 14411115 11 7 72 13 kadek ayu 14411122 13 4 68 14 badrul umam 14411081 7 10 68 15 ni made pegy natasia 14411126 13 3 64 16 hidayatun adawiyah 14411139 11 4 60 17 burhanuddin rabbani 14411123 14 0 56 18 ahmad rizal purnawan 11411159 11 3 56 19 dwi surya nugraha 14411131 13 1 56 20 bq. syaninditha ariadna 14411158 12 1 52 21 yusran hadi 14411140 8 3 48 low 22 maolidiana rizkiningsih 14411146 8 2 40 23 fazar agustina wanidin 14411124 8 2 40 24 lunpiana 14411137 10 0 40 25 durianti 14411132 8 1 36 journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 5 26 ziadatul hair 14411127 8 1 36 27 risno 14411157 7 2 36 28 ari sabarudin 14411149 7 1 32 29 dinda rabiatul adawia 14411156 7 1 32 30 m. hamzani 14411144 7 0 28 31 tri sekar buana 14411154 1 6 28 32 i nengah ari swardika 14411129 6 1 28 33 m. muzaki mubarak 14411155 5 2 28 34 i made budi antara 14411128 5 1 24 35 nurul laili 14411130 5 1 24 36 syahreza eka putra 14411148 5 1 24 37 weni hartati 14411135 5 0 20 38 mashuri hudaibilah 14411138 2 2 16 39 maulinda agustina 14411150 3 0 12 40 nurul hafizah 14411136 3 0 12 total 2.012 table of percentages of qualification of students’ ability in using elliptical constructions no students name student number number of correct answer score percent ages qualifica tion part a part b 1 dewi angelina 14411108 13 10 92 92% good 2 lukman hakim 14411096 14 8 88 88% 3 baiq mahnep 14411089 15 7 88 88% 4 suhirman 14411094 13 7 80 80% 5 nidan khalifa 14411100 9 10 76 76% 6 m. khairul fauzi 14411116 9 10 76 76% 7 sahdan 14411110 9 10 76 76% 8 m. nurwahyu eko 14411111 9 10 76 76% 9 moh. rosihan 14411099 12 7 76 76% 10 baiq fitriatun aisa 14411083 9 10 76 76% 11 ria erpiana 14411098 11 7 72 72% sufficient 12 hendri setiawan 14411115 11 7 72 72% 13 kadek ayu 14411122 13 4 68 68% 14 badrul umam 14411081 7 10 68 68% 15 ni made pegy natasia 14411126 13 3 64 64% 16 hidayatun adawiyah 14411139 11 4 60 60% 17 burhanuddin rabbani 14411123 14 0 56 56% 18 ahmad rizal purnawan 11411159 11 3 56 56% 19 dwi surya nugraha 14411131 13 1 56 56% 20 bq. syaninditha ariadna 14411158 12 1 52 52% 21 yusran hadi 14411140 8 3 48 48% low 22 maolidiana 14411146 8 2 40 40% journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 6 rizkiningsih 23 fazar agustina wanidin 14411124 8 2 40 40% 24 lunpiana 14411137 10 0 40 40% 25 durianti 14411132 8 1 36 36% 26 ziadatul hair 14411127 8 1 36 36% 27 risno 14411157 7 2 36 36% 28 ari sabarudin 14411149 7 1 32 32% 29 dinda rabiatul adawia 14411156 7 1 32 32% 30 m. hamzani 14411144 7 0 28 28% 31 tri sekar buana 14411154 1 6 28 28% 32 i nengah ari swardika 14411129 6 1 28 28% 33 m. muzaki mubarak 14411155 5 2 28 28% 34 i made budi antara 14411128 5 1 24 24% 35 nurul laili 14411130 5 1 24 24% 36 syahreza eka putra 14411148 5 1 24 24% 37 weni hartati 14411135 5 0 20 20% 38 mashuri hudaibilah 14411138 2 2 16 16% 39 maulinda agustina 14411150 3 0 12 12% 40 nurul hafizah 14411136 3 0 12 12% 326 156 total 482 2.012 output achieved as stated on previous chapter this reseach is intended to analyze whether the second semester students of english department of ikip mataram year 2016 able to use elliptical constructions or not and to analyze percentage of ability of the second semester students of english department of ikip mataram year 2016 in using elliptical constructions. hereinafter, in collecting the data the researchers applied grammar test related to elliptical construction which consisted of 25 items, 15 items is multiple chooice and 10 items is essay. also questionnaire research instrument. coorect answer is scored 4 and incorrect answer is scored 0. there are three criteria referred to the ability of the students in using elliptical construction such as good, sufficient, and low. the researchers then determined the mean scores of all students. total of students’ score are 482 and the number of students are 40. the mean scores calculated by following formula; m =  𝑥 𝑁 in which m = mean ∑ x = total of students scores n = number of the students (nurgiantoro, 1995: 355) therefore : m =  x n journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 7 m = 482 40 m = 12.05 from the above calculation, the researchers obtained the mean scores of all students in using elicptical construction is 12. discussion the ability of the students in using elliptical constructions is calculated reffering to the formula as follows: mi + 1 sdi to mi + 3 sdi → high mi 1 sdi to <mi + 1sdi → sufficient mi3 sdi to < mi1 sdi → low (nurkencana, 1983: 25) the ideal maximum score is 25 and the ideal minimum score is 0 therefore the ideal mean score (mi) = ½ x (25+0) = 12.5 integrated to 13 and the ideal standard deviation (sdi) = 1/6 x (25-0) = 4.1 integrated to 4. mi + 1 sdi to mi + 3 sdi → high 13 + 1 (4) to 13 + 3 (4) 13 + 4 to 13 + 12 17 to 25 mi 1 sdi to < mi + 1sdi → sufficient 13 – 1 (4) to < 13 + 1 (4) 13 – 4 to < 13 + 4 9 to < 17 mi3 sdi to < mi1 sdi → low 13 3 (4) to < 13 – 1 (4) 13 12 to < 13– 4 1 to < 9 based on the analysis above, the researchers analized that the students ability in using elliptical construction are divided into three catagories in which 10 students obtained good scores, 10 students obtained sufficient scores and 20 students obtained low scores. the scores level is catagoried from 17 to 25 is high, the avarage level is 9 to 17 and the lowest is 1 to 9. while the students mean score is 12 reffered to law scores. it means the scores obtained by the students is catagories into law score. hereinafter, the researchers classified the score of each students into percentages qualification, the researcher found there are10 students obtained good qualification by percentages 76-92%, 10 students obtained sufficient score by percentages 52-72% and 20 students obtained low scores by percentages 12-48%. the researchers also used questionnaire consisted of 12 items. the students are asked to answer yes no question based on their interest to the subject, this is applied in order to find out how much do the student like or dislike the subject. it has revealed from the questionnaire that the students answered that all of them are interested to learn english. however they have difficulties in learning english grammar especially elliptical construction. as the lecture commonly delivered the subject in such a traditional way, by giving the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 8 students many assigment but lack of practicing on english grammar. conclusion based on discussions in previous chapter, the researchers concluded: (1). the ability of second year students of english department of ikip mataram year 2016 in using elliptical constructions is on low level, it can be seen from the mean score of the students which is 12,1 and this score is onlow level. (2). the percentages of qualification for the second year students of english department of ikip mataram year 2016 in using elliptical constructions are on low percentages, it can be seen from the rate percentage of the ability of students in using elliptical constructions. (3). thesecond semester students of english department of ikip mataram year 2016 able to use elliptical constructions in small number of students. however, most of the students have lack interested about the way lecturer conduct elliptical construction. journal of english language teaching volume 4 nomor 7, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 9 references adibah. (2013). metode bimbel privat kuasai bahasa inggris kelas x, xi, xii. yogyakarta: planet ilmu. arikunto, suharsimi. (2012). dasar – dasar evaluasi (edisi 2). jakarta: bumi aksara. brown, h. douglas., & abeywickrama,priyanvada. (2010). language assessent: principles and classroom practices. new york: pearson education. nurkencana., & sumartana ppn. (1983). evaluasi pendidikan. surabaya: usaha nasional. nurgiantoro, burhanudin. (1995). penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpfe. troike, m.s. (2005). introducing second language acquisition. cambridge: cambridge university press. 19 the effect of summarizing technique on reading achievement siti syafi‟atul qomariyah (viamboice@gmail.com) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract this article is a report of experimental conducted at the second year students of sma kanjeng sepuh sidayu gresik. this study was conducted to measure the effect of summarizing technique on reading achievement. the instrument used for collecting data was test. the data analysis showed that mean of pretest was 37,94 in experimental group and 33,68 in control group. the result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. and the mean of post-test was 74,52 in experimental group and 68,39 in control group. the difference between the two mean score is 6.13. the mean of the control group is lower than the experimental one. in which the highest score was 52 and the lowest score was 20 in control group and experimental group. from the data analysis, the writer got findings. the mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ancova formula, it indicates that f-value was 4.117 and the critical value with the level of significance .05 was 4.00. the finding shows that students‟ achievement of reading in posttest (after treatment) of experimental group was higher than control group. it was found out that summarizing technique was effective in reading achievement. key words: summarizing technique, reading mailto:viamboice@gmail.com 20 introduction english as the first foreign language in indonesia has very important functions in some aspects of life. it is not only as a means of international commutation, but also as an informational vehicle in transferring and developing science and technology. in all levels education institutions, the use of english is unavoidable. that‟s why english needs to be learned in formal school. to learn english we need to work hard. but work hard only does not guarantee that learning will be successful. we will need some more important aspects such as motivation and strategy. as we know that our curriculum always change, so that is making students confuse and difficult to understand the lesson very well. the teachers must be having the techniques or strategies to improve their process of teaching learning. according to the 1994 english basic course outline, teaching english as a foreign language covers the teaching of four basic skills, e.g. reading, speaking, listening, and writing. among them, reading is first most important factor that can support the process of mastering the other skills and improving knowledge. in spite of the importance, the fact shows that not every individual learns it well. learning english as foreign language can be boring for the students if the teachers do not know how to give the material or how to present their materials to their students, especially in reading skill. in presenting reading‟s material, the teacher should be creative and materials used should stimulate the student‟s interest because usually teaching reading the teacher only asks the students to read and read more without give time to the students to think what is the content of the text. we learn to read by reading a lot, yet reading a lot is not the emphasis of most reading curricula. there is now considerable evidence that the best way to learn to read (as opposed to translating, or studying) is by extensive reading. many additional language learning benefits are created by reading extensively as well (elley, 1991; krashen, 1993; west, stanovich, &mitchell, 1993). yet extensive reading is not the central component of reading instruction in most l2 context. the dillima is not a simple one to respond to school administrators do not typically support daily silent reading in class; teachers do not feel that they are “teaching” when students are reading something enjoyable; and the students often are not motivated to read, because they have not yet experienced the pleasure of reading material that they want to read. teaching students to use reading strategies is now recognized as important, but helping students to develop a large set of independently operating, efficient reading strategies that relevant to varying needs and context has proven to be extremely difficult. (grabe, 2002). reading fluency requires that the reader know 95% or more of the words encountered in a text for minimal comprehension ( laufer, 1989) and these words need to be recognized automatically with minimal conscious effort. but that sort of vocabulary knowledge requires knowledge of 12,000-20,000 different words ( laufer, 1989; nation, 1990). students will only develop such a large automatically recognized vocabulary from consistent, extensive reading. fluency, then is closely tied to a large reading vocabulary and extensive reading. (grabe, 2002). 21 when we pay attention seriously, we can see that the perspective of reading and characteristics of skill reader stresses that the most important thing in reading process, comprehends the message. it probably involves the readers‟ previous knowledge and intellectual abilities combined with important visual, syntactic, and semantic to interpret the meaning. to teach students to read, a teacher often finds some problems. factors such as inability and low interest may account for some aspects of the problem. many teachers, believing that the problem is inability, have tried diligently to use instructional strategies that help students improve their ability to read expository text. the teachers need good technique to support their teaching learning process. the writer wants to have an experiment about the effectiveness of summarizing technique in teaching reading on students‟ achievement at the second year students of sma kanjeng sepuh sidayu gresik. reading is very complex process while someone getting the meaning. according to burns, roe and ross ( 1984:11) reading is more than merely recognizing the words for which certain combinations of letters bring about a correct recall. it includes the whole gamut of thinking responses: feeling and defining some need, identifying a solution for meeting the need, selecting from alternative means, experimenting with choice, rejecting or retaining the chosen route, and devising some means of evaluating the result. reading is highly complex act. it includes two major components a process and product-each of which is also complicated. teachers need to be aware of these components and their different aspects in order to respond effectively to their student‟s reading need (burns, roe and ross 1994:5). harris and smith (1986) define it as the intellectual and emotional perception of the printed message. they further clarify the key terms of their definition that message implies communication, intentionality and organization, printed means the use of alphabetical code that is, the use of sound spelling patterns and the conventions of punctuation to approximate spoken language; perception indicates the role of personal construction of the message which may vary from reader to reader, emotional shows a recognition of the fact that feeling and connotations prompted by the topic and the author‟s formulation of the message will color the reader‟s perceptions; and intellectual identifies the activity as cognitive, rational, and meaning driven. according to weaver and shonkof (1978, in heilman, blair & rupley 1984:4) three basic theories of reading model; bottom-up, top-down, and interactive theories. eskey in simanjuntak (1988) denotes that the bottom-up model reading process is that “ reading is a process involving exact, detailed, sequential perceptions and identification of letters, words, spelling patterns, and larger language units”. the top-down model of reading focuses on what the readers bring to the process (goodman, 1967; smith, 1971, 1982). (rumelhart,1977; stanovich,1980)the interactive model stresses both what is on the written page and what a reader brings to it using both top-down and bottom-up skill. summarizing technique means condensing and paraphrasing a reading selection into a brief statement that expresses the purpose of the passage, 22 its overall main idea, some important secondary ideas, and some of the major types of evidence used in support of the main idea (s). ( gregg, 1985). mikulecky and jeffries, 1996 states that summarizing is the retelling of the important parts of passage in much shorter form. the purpose of summarizing is (1) to make sure you have understood something, (2) to explain the sense of passage to someone else, (3) to review texts for examination. a good summary include the main ideas and the major supporting points, and does not include minor details, or the reader‟s opinion. gregg (1985) mentions some characteristics of good summary. they are (1) it is written ordinary paragraph essay form, (2) it begins with the identification material, (3) it clearly states the overall main idea of the original work, (4) it discusses the author‟s main points and their supporting details in the order followed in the original, (5) it is written in the reader‟s own words, which filter and condense the author‟s thought, (6) it does not include large pieces of direct quotation from the original, and (7) it does not contain the readers‟ reaction to or opinions about the piece. mikulecky and jeffries state that steps of summarizing short passages, (1) read the passage all the way through, (2) go back to the beginning and underline the topic sentence in each paragraph. if cannot a find topic sentence, write a short summary of paragraph, (3) put the sentences from the paragraphs together. carnine at a.(1990) propose six steps of teaching reading through summarizing technique (1) the teacher tell the students a rule for writing a main idea sentence, (2) the students read the passage, (3) the teacher asks the students to figure out main idea sentences, (4) the teacher calls on a students to say the sentence (he make correction if the sentence is wrong), (5) the teacher repeats the procedures with the remaining passages, and (6) the teacher has the students write the main idea sentence for each paragraph. sheinker and sheinker (1989) also describe the procedures of teaching reading through summarizing activity. the steps they are proposing are that the teacher (1) introduce the purpose of summarizing, situation in which summarizing would be helpful, and a model of summary, (2) explains the steps required in summarizing, rationale for each steps, (3) provides drills on steps of summarizing, (4) asks the students to write a summary of a reading selection following the prescribed steps, (5) asks all class members to brainstorming through the steps, creating a group summary, (6) asks the students to compare their summary to that generated by the group. based on the teaching procedures as proposed by some expert above, it can be concluded that basically the teaching steps are as follows: (1) the teacher gets the students ready for an instruction, (2) the teacher asks the students to read either silently or loud, (3) the teacher asks the students the general idea of the text, (4) the teacher asks the students to reread the text in order to find or invent the main idea of each paragraph of the text, (5) the teacher leads the students to determine the important supporting details of each main idea of the paragraph, (6) the teacher leads the students to construct an outline of the text by including only the main idea and important supporting details, (7) the 23 teacher leads the students to covert an outline into a prose summary, and (8) the teacher corrects the students work and gives the students feedback. moreover, it should be emphasized that in the phase of getting the students ready for the instruction especially during the early use of this teaching technique, the teacher must clearly explain the rules of summarizing texts. in addition, an example of an original text, its model of an outline containing main ideas and important supporting ideas, and its prose summary constructed based on the outline must be introduce. research method the experiment which is used is a quasi-experimental design applying a non-randomized pretest-posttest control group design. this design is chosen on the basis of consideration that this study is conducted in the organized classroom setting in which the researcher is not permitted to change the class. each group is measured at the same time with the equivalent materials before treatment and after treatment applied. then to measure whether the independent variable affect the dependent variable, a post-test was administered to both experimental and control groups. the researcher takes xi (language) class for experimental group and xi (science) class for control group as sample. the type of instrument used was reading test. the type of reading test was in the form of reading text. in this test the students make good summary from the text. the teaching material used for this study was taken from reading text related with the students‟ subject, and based on ktsp. the first step conducted research was giving pre-test. if there are no significant differences on pretest, the researcher can eliminate as a threat to internal validity and proceed with the study. the teaching activity used in this treatment activity is two different techniques of teaching reading comprehension. one reading passage was discussed in each teaching session so that 6 reading passages were used for the experimental and 6 sessions for control group. the last activity in collecting data is administering a post-test which is held when the subjects of the two groups have been learning reading comprehension through different techniques for 3 weeks. the technique used for data analysis was ancova because the number of the experiment class was the same as the number of the control class and there are some differences between two means. the researcher compared mean score of pre-test and post-test score after given treatment. research finding this analysis was intended to find out the mean of pre-test and post-test. after distributing the test of pre-test to the students and known the result of pretest, the researcher began to give treatment (summarizing technique) to the experimental group. before giving the treatment, the researcher gave evaluation about the pre-test because some of the students have difficult in english learning. after distributing the test of pre-test to the students and known the result of pre-test, the researcher began to give treatment (summarizing technique) to the experimental group. before giving the treatment, the researcher gave evaluation about the pre-test because 24 some of the students have difficult in english learning. in the process of treatment the researcher helped the students to make easier to understand what the summarizing technique is, because some of the students felt difficult to understand and made summary. after giving the treatment in six meeting, the researcher known that the treatment was success or fail based on the exercises that giving in process of treatment and the result of post-test. after distributing the test to the students, the data collected and analyzed based on procedure of scoring. the mean of pretest was 37,94 in experimental group and 33,68 in control group. the result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. and the mean of post-test was 74,52 in experimental group and 68,39 in control group. the difference between the two mean score is 6.13. the mean of the control group is lower than the experimental one. in which the highest score was 52 and the lowest score was 20 in control group and experimental group. the application of ancova was intended to find out whether the students taught with summarizing technique has a significantly better achievement than the students taught with non-summarizing technique. the result of computation of students‟ score of ancova are presented in table 1. n=31 ∑x = 1044 ∑y = 2310 ∑x 2 = 37008 ∑y 2 = 175300 ¯x1 = 33,68 ȳ1 = 74,52 r1 = 0,491 n=31 ∑x = 1176 ∑y = 2135 ∑x 2 = 45584 ∑y 2 = 150675 ¯x2 = 37,94 ȳ2 = 68,87 r2= 0,291 n= 62 ∑x = 2220 ∑y = 4445 ∑x 2 = 825975 ∑y 2 = 325975 ¯x= 35,81 ȳ= 71,69 rt = 0,419 f = 4.117 table 1. the summary of computing of ancova on the basis of the result obtained from the data analysis, the working hypothesis was then tested. to make it easier in testing them, however the null hypothesis was formulated. to test the hypothesis, the null hypothesis was stated that the students taught with summarizing technique is not significantly better than the students taught with non-summarizing technique in reading achievement. meanwhile, the alternative hypothesis of this research of this study is that mean score of group that is taught by summarizing technique is significantly higher than before taught by summarizing technique. however, the researcher consult the ancova obtained with the score for ancova table. for interpretation, the following procedure is used. if the probably > .05; h0 is rejected if the probably > .05; h1 is rejected after the whole score were computed on basis of the above, it was found that the result of the ancova analysis shows that there is significant difference between students taught with summarizing technique and nonsummarizing technique in reading achievement. because there is enough evidence to reject the null hypothesis and the alternative hypothesis is accepted. that summarizing technique was more effective in increasing reading skill than non-summarizing technique. 25 discussion considering the result of the students‟ performance during the treatment and post-test, it can be concluded that summarizing technique could improve the students reading skill. it has given the answer to the research question of the present study. it means that the application of summarizing technique is effective. the summarizing technique could be applied in teaching reading. the implementation of this technique could be adjusted based on the students‟ proficiency after the treatment. the important function of summarizing technique was to give more chance to the students to increase their reading skill. according to the writers‟ observation during the teaching learning process of reading, most of the students didn‟t know how to write summary. thus, they really needed a lot of practice in their reading skills especially using summarizing technique. in line with the result of pre -test posttest toward implementation of summarizing technique, it could be said that there were number of improvements. the increase of the average score of experimental group before and after treatment is 36,58, much better than the increase of the average score of control group which is 35,19. it could be included that there is significant difference between students taught with summarizing technique and non-summarizing technique in reading achievement, where summarizing technique is more effective in increasing reading skill than non-summarizing technique. based on data analysis, the writer concluded some points concerning with the advantages of the implementation of summarizing technique based on murrel and surber in carnine et al (1990). it was proved that summary technique could improve the students‟ reading skill. the students can find or determine main idea and critical concept in the selection. summarizing can help the students to understand the organization of text material. summarizing provides students practice in expressive writing. finally, the effort to identify critical content during the summarizing process can help students remember those idea. the result of the data analysis shows that there is significant difference between the uses of summarizing technique. the writer also finds there is change of atmosphere in the english lesson after treatment. the differences atmosphere in learning process before and after treatment are as follows: before treatment most of the students didn‟t know what the summary is. however, after treatment more than 75% students in the class know how to summary. before treatment most of the students felt difficult to find the main ideas, but after treatment the students felt easier to find main ideas and the message of the paragraph. carnine et. al (1990) mention that the summarizing not only allows students to identify the key ideas from the passage, but also reduces the information in the passage to key ideas that students can remember. flood and lap (1990) mention “ summary writing in its various forms still seems to be one of the best 26 vehicles available for implementing a constructivist, process oriented approach to teaching reading comprehension”. carrel (1984) for example, investigates whether explicit teaching of text structure will facilitate esl reading comprehension. for her research she classifies the instructional units into categories such as introduction, to-level, high-level, middle-level, and lo-level. using an experimental design, she implements explicit practice of searching the toplevel idea in the text and use the idea to aid comprehension and recall. the study shows that ideas in the text facilitate comprehension as measure by amount of recalled information. in addition, it is also found that such an instruction helps readers‟ recall supporting details, major topics, and major subtopics of the text. lam and wong (2000) investigate how training in interaction strategies might be pertinent to the development of oral competence in the esl secondary classroom. the main focus was to implement and evaluate strategy training in group discussion. the small scale pilot study also aimed to examine the quantity (frequency) and quality (effectiveness) of strategy use after training. the study shows that in order to help learners use interaction strategies effectively, strategy training had to be complemented by linguistic support. non proficient learners who are given language help will be able to use interaction strategies more effectively than those who are not. this is particularly true when learners need language support to clarify themselves, since strategy training alone would not be adequate. strategy training should emphasize team work, so that when learners recognize the need for clarification and cooperation, they would be motivated to use clarification strategies. the teaching procedures as experimented by carrel, lam and wong above are also employed in teaching reading with summarizing technique as experimented in the present study. the finding of the present study indicate that summarizing technique ones in increasing students‟ reading achievement. to hold such an interpretation, however, several similar studies need to be conducted. on the other hand, it may also be interpreted that actually the summarizing technique is better to improve students‟ reading achievement than non-summarizing technique, but some limitation of the study affect its effectiveness. the second one seems to be more reasonable especially when it is related to experts‟ opinion such as murrel and surber in carnine et al. (1990), they state that the effort to determine ideas and critical content during the summarizing process can help the students remember those ideas. following the second interpretation the possible causes may lead to such a finding. as stated earlier that the treatment process lasts for only six meetings. this length of time might be too short for detecting real learning effects. this suspicion may be proved by referring to the mean scores of the two groups of the students. it can be seen that those taught with the former technique make higher achievement than those taught with the latter technique. therefore, if longer experimentation is held, a significant difference might be obtained. 27 some implications drawn from the research finding could be applied into teaching of english as foreign language. referring back to the situational background for conducting research, the research set up the research to obtain some empirical data on the effectiveness of summarizing technique in teaching reading skill. the underlying reason for getting the data was that the teaching reading skill had not been satisfactory. the experiment had an effort to get some improvement in teaching reading skill. some practical implications can be formulated as follows, (1) teaching reading by summarizing technique was the solution to improve reading skill. it was a fact that the score of post-test was higher than pre-test score, even though the different was significant and (2) whatever teaching strategies were adopted or adapted, it remained necessary to give much emphasis on teaching reading. conclusion when we begin to read, we actually have number of initial decisions to make, and we usually make these decisions very quickly, almost unconsciously in most cases. for example, when we pick up a magazine, newspaper, we usually read the front of page with some combination of search processing, general reading comprehension and skimming. we read partly for information, but we also read with a goal to finish the magazine and newspaper fairly rapidly, since few people try to read every line of a newspaper. we may initially search the front page for a particular story that we expect to be there. if the headlines cue us in the right way, we may check quickly for the length of the article, and we may then read through a number of paragraphs for comprehension (appropriately influenced by the magazine and newspaper story genre, a reporting of what, who, when, where, why, and how). at that point, we will decide that we have enough information and will either stop reading the article or skim the remainder to be sure that we do not miss some surprisingly informative part. as has been stated before, the research was conducted to get some empirical data concerning the effectiveness of summarizing technique on reading achievement. the application of using summarizing technique in teaching english to the class is then expected to improve the result of the teaching reading in that school. hence, the writer conducted and experiment in the classroom setting involving one class only. in the treatment meeting the writer applied teaching english by using summarizing technique. from the data analysis, the writer got findings. the mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ancova formula, it indicates that f-value was 4.117 and the critical value with the level of significance .05 was 4.00. the result of data analysis shows that the students who are taught with summarizing technique tend to have better reading achievement than those who are taught with the nonsummarizing one. in other words, the former technique facilitates learning more than the letter. the summarizing technique can improve teaching strategies in reading comprehension. and also it is very 28 helpful for them during the reading class. since this study results showed or indicated that the summarizing technique was effective for students in reading, the english teachers especially reading teacher at sma level may use this model in order to improve the students‟ reading comprehension ability. the teacher who wants to apply this technique should be known the capability of the students about reading skill in order to the teacher can apply the summarizing technique as well as possible. the teacher may develop learning materials based on the technique and their creativity in order to enrich the topic of reading texts as well as the exercises in that technique. this study investigates the application of summarizing technique, as one of text strategies in teaching reading. 29 references ary, donald. jacobs, lucy c. and razavieh, asghar. 2002. introduction research in education sixth edition. united states of america. burns, paul. roe, betty d. ross, elinor p. 1994. teaching reading in today’s elementary schools. houghton mifflin company boston carrell, p.1991. strategic reading. in j.e alatis (ed.), linguistics and language pedagogy: the state of the art. georgetown university round table on language and linguistics 1991. washington. dc: georgetown university press grabe, william and stoller, fredrika l. 2002. teaching and researching reading. pearson education limited edinburgh gate harlow, essex cm202je england harris, david p.1969. testing english as a second language. georgetown university journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 80 the effectiveness of ransom note game in learning vocabulary at smpn 1 keruak arbi maulida hadijah zurri (1) , kamarudin (2) , ahmad hanan (3) ) (arbimaulida@yahoo.com (1) , kamarudin_din15@yahoo.com (2) , hananbagus@yahoo.com (3) ) students of ikip mataram 1 , lecturer of fpbs ikip mataram 2 , lecturer of fpbs ikip mataram 3 faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract this research was aimed at finding out the effectevenness of ransom note game in learning vocabulary. this research was quasi experimental design. the populations of this research were all of students at second grade students of smpn 1 keruak that consist of 284 students that consist of eight different classes. in which the sample of this research used two classes where viii.1 class as experimental group consisted of 32 student and viii.3 as control group consisted of 31 students. the experimental was taught by ransom note game game and control group taught by puzzle game. the instruments that used were objective test with multiple choices, matching word, fill in the blank and true or false. the analysis used t-test formula. the result of the analysis, showed that the value of to (t obtained) 2, 0888 was higher than tt (t table) 1, 8702, the significant level 0, 05. based on the result of this investigation, it was proved that the alternative hypothesis (ha) was accepted. in other words, there was significant effect of ransom note game in learning vocabulary at the second grade students at smpn 1 keruak in academic year 2016/2017. keywords: ransom note game, and vocabulary introduction vocabulary is one of an important aspect in teaching english language that should be mastered by the student. without sufficient vocabulary student cannot speak in english. they have to know new vocabularies and the structure of english in order to be able to construct sentences or utterances in english. sprenger (2013: 13) vocabulary is an essential component to college and career readiness, and references to it appear throughout the grade-level standards. vocabulary is very essential to support a language learning process and to support a good communication by using the language. the researcher has conducted an observation at smpn 1 keruak on december 10th 2016. the researcher found problem the student still lack at journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 81 vocabulary especially in word meaning. additionally, most student seems likely did not interest not able to speak and write in english because they did not have sufficient vocabulary in return they cannot speak and write in english. the students always ignore when the teacher gave some question about the material. the problem caused by the technique used in teaching and learning process, the student had given the method by their teacher just like write down on the whiteboard and ask the students to memorize those words. that method made the student have difficult to memorize the words and the student easily to forget the words. referring to the problem above, the researcher proposes to solve this problem by using ransom note game. the researcher assumes that by using ransom note game was ease the student in learning vocabulary and attract the student to learn english. ransom note game from newspaper and magazine, to attract the students to be more active and the student more enjoy in learning english. because naturally students always want to have fun. besides that students cannot be separated from their natural need which is playing games. based on the statement of the problem, the purpose of the study was to find out the effectiveness of ransom note game in learning vocabulary at smpn 1 keruak in academic year 2016/2017. review of literature 1. vocabulary according to hiebert & kamil (2005: 3) vocabulary is the knowledge of meaning word. in addition, sprenger (2013: 13)vocabulary is an essential component to college and career readiness, and references to it appear throughout the grade-level standards. baker, simmons, & kame‟enui (1997) in sprenger (2013: 8) vocabulary is a strong indicator of student success. based on the explanation above the researcher found the conclusion about vocabulary that is study about word and meaning that word. a. indicators of vocabulary according to thornburry (2002: 27) there are 6 factors that make some words or difficult than others: 1) pronunciation potentially difficult words was typically be those that contain sounds that are unfamiliar to some groups of learners. 2) spelling sound spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling, and can contribute to a words difficulty. 3) length and complexity long words seem to be no more difficult to learn than short one. 4) grammar also problematic the grammar associated with the word, especially if this differs from that of its l1 equivalent. 5) meaning journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 82 when two words overlap in meaning learners are likely to confuse them. 6) range, connotation and idiomatic words that can be used in a wide range of context was generally be perceived as easier than their synonyms with a narrower range. 2. ransom note game according to lewis and bedson (1999: 110) ransom note is a games using magazine or newspaper to ease the student to determine new vocabulary. there are three variations ransom note such as: a). instead of ransom note, ask the children to write a love letter. make separate groups of girls and boys role and vice versa. b). older children can write funny newspaper headlines. the children can award each other „wacky points‟ for them. c). for younger children you can use very bright colorful magazine with lots of pictures. ask the children to find something blue, or find something big and yellow. they should sit in a circle with the entire magazine in the middle. each child may take only one magazine at a time and must return it before taking another. the children cut out what the find and glue it to their sheets of paper. after about 6-8 question the compare pictures. hang them on the wall of your classroom if possible. steps in teaching vocabulary by using ransom note game according to lewis and bedson (1999: 110) there are some steps in teaching vocabulary toward ransom note game: 1. divide the class into groups of 4-5. the children sit together at desks around the classroom. 2. give each group a pile of magazine or newspaper, two to pairs of scissors, and some glue. 3. explain to the groups what kidnapping is. show them ransom note you have made. 4. tell the children they have kidnapped someone and must write a ransom note by cutting out words from the magazine and gluing them on to a piece of paper. 5. the ransom note must not have any english mistakes in it. otherwise the ransom was not be paid. 6. when a group thinks they have correct ransom note, they bring it to you. if it is correct, give them a thumbs-up sign. they win the game. if their note is wrong, give thumbs-down sign. they must return to their table and try again. do not tell them the mistakesthey must work them out or write a new note. of course it is all right to give them hints. children who have finished can help the others. method 1. research design according to kothari (2004: 31) research design is the arrangement of conditions for collecting and analyzing of data in a manner that aims to combine relevance to the research purpose with economy in procedure. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 83 in this study, the researcher used quantitative approach and focused on quasi-experimental design, in addition, the researcher used pre-test and post-test. in this research, the researcher took the data from experimental group and control group. there are two groups in this study, those were experimental group and control group. experimental group gave the treatment treated by using ransom note game and the control group gave the treatment by using puzzle game. 2. population in this research, the researcher took all second grade student of smpn 1 keruak academic year 2016/2017 as the population. the total number of the members of the population is 284 student and they was be divided into eight classes (viii.1 are 32 student, viii.2 are 34 students,viii.3 are 31 students, viii.4 are 36 student, viii.5 are 39 student, viii.6 are 36 student, viii.7 are 35 student and viii.8 are 34 student). 3. sample the researcher used cluster random sampling as technique sampling to take two classes as the sample for this research. the researcher, in this case, used lottery and those two classes that popped out where viii.1 and viii.3. viii.1 classes consist of 34 students as the experimental group and viii.3 consist of 36 students as the control group. so, the total number of sample is 70 students. 4. research instrument the researcher gave vocabulary test for the student. it was objective test that used and it consist of multiple choice 10 items, marching words 5 items, fill in the blank 8 items, and true/false 2 items. the total number of questions is 25 items. finding and discussion this research was conducted on 05thmay – 05th june 2017 at smpn 1 keruak. the steps of the research were as follows: at the first step the researcher gave pre-test, the purpose was to know the students‟ basic knowledge about the materials. second, the researcher gave treatment to both the groups. where in experiment group used ransom note game and in control group used puzzle game. the last step, the researcher gave post-test to both of the groups as the last step to collect the data. to answer the problem, the researcher analyzed the data obtained from pre-test and post-test scores of both experiment and control group. then, the researcher presented the statistical computation of mean scores of both groups. the discussion continued to analyze and interpret the findings. the statistical computation covered the calculation of both experiment and control group. testing hypothesis is the process in deciding whether alternative hypothesis would be accepted or null hypothesis would be rejected. the hypothesis was tested by using t-test formula. to find out the result of t test journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 84 whether or not higher from t table (t test value ≥ t table) was used in determining the level of significance as well as the degree of freedom of samples minus two. in this research, the sample of data was 32 students for experimental group and 31 students for control group; the total sample for both of the groups obtained were the mean score of experiment group was 24,5 and the mean score of control group was 19,48 meanwhile, the standard deviation of experiment group was 10,80 and standard deviation score of control group was 7,66 and the squared standard deviation score of experiment group was 116,69 and squared standard deviation score of control group was 58,67.those scores need to be analyzed using t-test to find out significant result of this research. based on the data, it shown that the hypothesis of this research was t-test value > t-table value at significant level of 0,05 (90%) with 32 student for experiment group and 31 student for control group the total sample for both of the groups was 63, so the degree of freedom that was used 63-2 = 61. the result of t-test was higher than t-table 2,088 ˃ 1,8702. the mean score of experimental group who was taught by ransom note game is higher than control group. so the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. before go on we back to spenger (2013: 13) defines vocabulary is an essential component to college and career readiness, and references to it appear thorough out the grade level standards. from definition vocabulary above that in learning vocabulary not only to be able to mastery the word but they also to be able understanding meaning word. so, that the researcher tried to applied ransom note game in earning vocabulary. according lewis and bedson (1999: 110) ransom note game is a game from magazine or newspaper to ease the student to determine new vocabulary. on the previous chapter, the researcher proposed a research question. that was stated “is there any effect of ransom note game in learning vocabulary at second grade of students at smpn 1 keruak 2016/2017?. after computing the result of the data in this study, it showed that the mean score of experiment group was 24,5 and the mean score of control group was 19,48 meanwhile, the standard deviation of experiment group was 10,80 and standard deviation score of control group was 19,48 and the squared standard deviation score of experiment group was 116,69 and squared standard deviation score of control group was 58,67. further, the result of calculating t-test was higher than t table, the result of t-test was 2,088, while the result of t table was 1,8702 (2,088≥ 1,8702). in this part, the researcher comparison this research and the previous of the study that was conducted by winda medianty entitled “improving english journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 85 vocabulary by using hangman game method to student of class viiib in smpn 4 tamiang layang academic year 2013-2014. this research used classroom action research which relates to the implementation of hangman game method in state smpn 4 tamiang layang. there were 2 cycle in this research each of which consisted of plan, action, observation, and reflection. the instruments of data collection were students‟ and teachers activity observation sheets, vocabulary test, and questionnaire. the objective of this research was to improve the students‟ achievement on english vocabulary by using hangman game method to the eight grade students of class viiib in smpn 4 tamiang layang in academic year 2013-2014 . based on the teaching and learning activities that has done by the researcher, it could be stated that students enjoyed and fun the used of ransom note game allowed students to work in team which make students open mindedly to figure out what are in their mind and share each other and they were not clumsy anymore such they done with the teacher. based on the result above, the researcher concluded that ransom note game has any effect in learning vocabulary. therefore, alternative hypothesis was accepted and null hypothesis was rejected. conclusion based on the statement of the problem in the previous chapter, “is ransom note game effective in learning vocabulary at second grade of students at smpn 1 keruak academic year 2016/2017?”.in this study, the researcher found out that ransom note game was an appropriate strategy in learning vocabulary. there were some points that the researcher took toward the advantage of ransom note in learning vocabulary. first, make the student interested and fun in learning vocabulary of english. second, the students increase their vocabulary. finally, it helps the student easier to remember the meaning of the words based on the result of data analysis in the previous chapter (iv), the mean score of experiment group was 24,5 and the mean score of control group was 19,48. furthermore, the score of t-test was 2,088, while the score of t table was 1,999 (2,088≥ 1,8702) at the level of significance 0,05% , meant that the score of t-test was higher than t-table. alternative hypothesis was accepted and null hypothesis was rejected. it took conclusion that the ransom note game was effective in learning vocabulary at the second grade students of smpn 1 keruak in academic year 2016/2017. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 86 references hiebert, e.h., & kamil, m.l. (2005). teaching and learning vocabulary bringing research to practice. london: lea. lewis, gordon., & bedson, gunther. (1999). games for children. oxford university press. kothari, c. r. (1984). quantitative technique (second edi). new delhi: vikas publishing house pvt.ltd. thornbury, scoot. (2002). how to teach vocabulary. england: person education limited. steve, miller. (2005). experimental design and statistics (second edi). united kingdom: taylor and francis e-library. sprenger, marile. (2013). teaching the critical vocabulary of the common core_55 word that make or break student understanding. usa: ascd. thornbury, scoot. (2002). how to teach vocabulary. england: person education limited. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 72 thematic progression patterns in elt journal abstracts kasyfur rahman (1) , m. arsyad arrafi’i (2) , imansyah (3) (kasyfur86@gmail.com (1) , arsyadlombok@yahoo.com (2) , imansyah22@gmail.com (3) ) faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract developing an english cohesive and coherent writing requires an effort of connecting ideas grammatically and semantically. to explore this, we carried out a research study by analyzing fifteen journal abstracts from international journals in elt whose impact factors are within the top 10 in the field. the data showed that the abstracts make use of integrated pattern, not relying simply upon a single pattern. the findings also suggest ambiguous relationship between some clauses, many of which rather represent inductive relationship; therefore coding them into the three thematic progression patterns in eggins (1994) seemed to be less accommodating. further research on this subject would then require more sophisticated research theoretical framework. keywords: thematic progression pattern, journal abstract, academic writing introduction disseminating articles whether in a scientific journal or conference requires submission of an abstract as sine qua non prior to the submission of the whole article. these abstracts, before formally published, are screened therefore they should appeal to the journal editors or conference committee for further acceptance process. thus, an abstract should be structured the way it is comprehensible, cohesive and coherent apart from some general aspects of writing such as grammar, vocabulary, mechanics, and generic structure. in the meantime, writing coherent and cohesive abstract is a daunting task hence research on the way an it is structured becomes indeed important. it may help novice writers decide which features of abstract writing they need to use. nonetheless, addressing the way an abstract is structured to reach coherence and cohesion is a challenging task. here functional linguists offer a ubiquitous and robust approach to analyzing the coherence and cohesion of the abstracts through thematic progression pattern analysis. this approach enables us to track how a theme is developed through particular pattern that may depicts the writers’ personal and cultural preference in structuring their texts. in this research we aim to uncover the types of thematic progression journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 73 patterns writers in elt journals use in their abstracts and how they are realized in depth. practically, we believe by doing so, this offers potential to present epitomes of highly acceptable models of journal abstracts that can stimulate novice writers in particular and offers better understanding on how a text is organized. research questions in this study we aim to address the following research questions: 1. what thematic progression patterns are used in elt journal abstracts? 2. how those patterns are realized in the respective journal abstracts? literature review journal article abstracts an article abstract is the short version or summary of the entire article in a journal. by inserting abstract, the writers help the readers decide whether to read the article or not and prepare themselves for reading the rest of the articles (yakhontova, 2003). an abstract might comprise some elements involving situating the research, the research objectives, methodology, summarized results and conclusion as well. yet, these components might differ from one journal to another. text coherence and cohesion the term coherence is relatively equivalent to the logical connection between ideas in a text. that being said, it focuses on the semantic dimension of how the propositions in a discourse are interconnected rather than connection in terms of grammatical relation or cohesion. unlike its counterpart, cohesion rather represents grammatical relation frequently signaled by the presence of cohesive devices whether in the form of conjunction or transition. these two aspects of discourse are truly important since they play important roles in tiding any bites of words or clauses in a text. theme and rheme in text analysis, the term theme and rheme is not particularly strange as both represents how message in a clause is structured. theme basically means what is a clause or sentence about, whereas rheme mostly refers to what is said about the theme or the rest of clause or sentence which does not belong to theme. the way theme and rheme of a clause organized lead to a pattern called thematic progression pattern. nonetheless, determining the theme and rheme requires an extra effort. theme, for instance covers ideational, interpersonal and, textual kinds if seen from the language metafunction. in addition, a theme might be unmarked (typical) and marked (atypical) where discourse analyst is really in situation where deep understanding particularly in distinguishing these types of theme in the most appropriate way is of demand. an instance of analysis will best illustrate the concepts of theme and rheme: this article reports an investigation on the use of negotiated journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 74 language learning. theme rheme as seen on the above illustration, the subject matter or what the sentence is about is the article. nonetheless, the theme requires explanation, therefore the rest of the sentence ‘reports an investigation on the use of negotiated language learning’ plays its role as a rheme to describe the theme. more complex models can be seen below: last month, we attended a seminar. theme (topical) rheme unlike the previous one, the above model illustrates that the theme is not the subject. rather, it is the complement or circumstantial adjunct ‘last month’ which plays a role as the topical theme since it is the subject matter and not what ‘we’ did. therefore, a framework of analysis consisting of theme components by would be a great aid to identify the theme and rheme as presented below: metafunction theme components textual continuative (well, ok,…) structural (conjunction or wh-relative) conjunctive (adjunct) interpersonal modal (adjunct) finite wh-interrogative ideational topical (subject, complement or circumstancial adjunct. (gerot and wignel, 1994) thematic progression patterns every piece of discourse has both theme and rheme and these are arranged the way it transfers information or messages clearly. patterned thematic development in a text helps the readers digest the information in the way that is comprehensible. if not arranged in good pattern the piece of discourse may attract too much attention since it is not well organized. typically, thematic progression patterns might be in the form of the-reiteration, zigzag, and multiple-theme pattern (eggins, 1994). nevertheless, other researcher like danes as cited in belmonte and mccabe-hidalgo (1998) categorize the patterns into simple linear, constant, derived hyperthematic, and split progression pattern. these patterns signal the connection between one clauses or sentences to another. if there is missing link in the pattern, then the text is regarded less coherence and cohesive. the patterns might be examined in the following figures: reiterated pattern/linear clause 1 theme rheme clause 2 theme rheme zigzag pattern journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 75 clause 1 theme rheme clause 2 theme rheme multiple-theme pattern clause 1 theme rheme a) b) clause 2 theme rheme clause 3 theme rheme journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 76 method research approach this research is basically qualitative with a discourse analysis approach. yet, unlike other discourse analysis, we specify our method based on systemic functional linguistic approach founded by m.a.k halliday. by using this approach, the analysis uses clause as unit of analysis as suggested by martin and rose (2004). the corpus the objects of this study involve a corpus of fifteen journal articles abstracts from five elt journals with highest impact factors. the choice of these journals is ultimately based on feasibility of determining good journal articles. although we believe that impact factor is reasonably not the only criterion in judging quality of a scientific journal at least it has its own strengths where first, it overcomes the possibility of bias if the choice of good journals is selected based on experts’ preferences and second, impact factor represents the highest frequency of citation articles in a journal have. procedure of data analysis as the present research is truly qualitative, common procedure of data analysis to be applied is based on lodico, spaulding, and voegtle (2010) steps in analyzing qualitative data with slight modification to fit the types of data. 1. prepare and organize the data 2. review and explore the data 3. code data into categories 4. construct thick descriptions. 5. build themes and hypotheses 6. report and interpret the data. finding and conclusion the variations of thematic progression patterns can be seen in the following table: ra thematic progression pattern ra1 reiterated, zigzag, multiple theme ra2 zigzag, reiterated ra3 reiterated ra4 zigzag, reiterated ra5 reiterated ra6 reiterated ra7 zigzag, reiterated, ra 8 reiterated, multiple theme ra9 zigzag, reiterated ra10 zigzag, multiple theme ra11 reiterated, multiple theme ra12 reiterated, zigzag, multiple theme ra13 reiterated, zigzag ra14 reiterated ra15 zigzag the 15 research article abstracts obtained from several sources revealed variably difference tendency in thematic progression pattern yet most of which make use of reiterated pattern with some having the integrated pattern. the reiterated journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 77 patterns show reiteration of either the theme or rheme. ra 1,2 7, and 8 have quite apparent thematic patterns in which the clauses making use of a combination between two or three of the thematic patterns whether the zigzag vs reiterated or zigzag with multiple theme pattern and further. nonetheless a number of clauses in some articles abstracts seem to have implicit relationship. take for example, when an author presents their research objective then continue with a clause describing the research participants doing tasks to gather the data. therefore, it is quite hard to identify the relationships between clauses since the authors observe the generic structure to save space and observe the abstract generic structure so strictly. although an article abstract is so dense to summarize the whole research, some authors, particularly the seemingly non native english writer attempt to make a well-organized abstract such as ra 11 and 12 which are mostly arranged in multiple patterns. this phenomenon might shed on light on a cultural tendency where asian non-native speakers of english are quite careful in writing research abstracts while the nns seem to do so in a relatively opposite way. this phenomenon also reflects two poles of academic writing style, the pragmatic and critical pragmatic style. this is perhaps influenced by the fact that many authors are acquiring english during graduate studies. another important writing phenomenon in the sample abstracts is the slight ambiguity of theme-rheme patterns where clauses do not show clear theme-rheme relationship. see excerpts taken from the sample below. it can be said that the complexities of the data lead to actual data analysis confusion since in many cases, the relationship between clauses are not quite apparent. rather, the articles seem to strictly observe the generic structure of abstract genre in a rigid way therefore less likely to interrelate each clause explicitly. it should be admitted, though, that these articles abstracts are already published under prestigious scientific journals in elt. and there is a great deal of strict rule of cohesion. the author’s grealty managed to manage the flow of their ideas systematically without losing the unity, coherence, and cohesion of their abstract. discourse connectives are important indicators of textual coherence theme rheme and mastering them is an essential part of acquiring a language. theme rheme in this article, we compare advanced learners’ sensitivity to the meaning conveyed by the connectives in an offline grammmaticality judgement task theme rheme (ra1) journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 78 this study examines the effect of the timing of explicit instruction (ei) on grammatical accuracy theme rheme a total of 123 learners were divided into two groups: those with some productive knowledge of past counterfactual conditionals (+prior knowledge) and those without such knowledge (-prior knowledge) theme rheme each group was divided into four conditions theme rheme two (pre-ei and pre+during-ei) studied an ei handout prior to a composition task theme rheme but only the pre+during-ei learners were allowed to refer to it during the task. theme rheme the post-ei learners received the handout after completing the texts to use to revise their texts. theme rheme (ra 11) therefore, it can be concluded that due to syntactic complexities of the texts, analysis using eggins (1994)’s account seems to be quite shallow in comparison todanes as cited in belmonte and mccabe-hidalgo (1998). this study might be further advanced into dual analysis of thematic progression patterns as well as syntactic complexity of the texts. conclusion the analysis revealed a great deal of complexities of thematic development in the texts. few of which indicates less clear relationship among clauses especially when the authors state their research objectives, then continue to research participants and research procedure without hints to the objectives. therefore, it is suggested that further research is needed for deeper understanding due to the syntactic complexities of the texts. references belmonte, i.a., & mccabe-hidalgo, a. (1998). theme-rheme patterns in l2 writing. didactica. 10 pp 13-31. eggins, s. (1994). an introduction to systemic functional linguistics. london: pinter publisher. gerot, l., & p. wignel. (1994). making sense of functional grammar. new south wales: gerd stabler. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 79 lodico, m.g., spaulding, d.t., & k.h. voegtle. (2010). methods in educational research. san francisco: josey bass. martin, j.r., & rose, d. (2004). working with discourse. london: continuum. yakhontova, t. v. (2003). english academic writing for students and researchers. lviv: pais. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 93 problems of english teaching learning in multicultural classroom in stmik bumigora mataram titik ceriyani miswaty (1) (titik_ceriyani86@yahoo.com (1) ) post-graduated student of hassanuddin university makasar abstract this study deals with teaching learning english in multicultural classroom in stmik bumigora mataram and aims at investigating what problems that obstruct students in learning english in the classrooms. in order to find the answer of research problems, this study useddescriptive qualitative methods in which some tools as questioner and interview were used as data instruments to collect the data. the subject of this study is students from four english classes in stmik bumigora mataram who come from some tribes in indonesia and 2 lectures that teach in those classes. the findings of this study are problems there are some problems such as; 1) syllabus which used is not well prepared, 2) the material that is used is not suitable with the needs of students, and 3) dialect of students’ mother tongue. after findingthe problems that happen in multicultural classrooms in stmik bumigora mataram. keywords: multicultural classroom, problems of english teaching learning introduction english as a foreign language in indonesia has been taught in formal education since dutch colonization. in the japanese colonization english teaching learning is abolished. this abolition as the part of revision education system of dutch colonization by japanese government in indonesia. in 1945 after indonesia has declared its independence, indonesia government then rearrange the curricula of english and english started to be taught in formal education since then. as a part of paramount subject in formal education, english then has been so familiar to students. it is taught from elementary school until higher education. even the curricula of english have been changed many times, the prominent goals of english remain the same, to improve the students’ ability in using english. then the question comes up, students have known english since they were in elementary school but some of them are still not be able to speak english when they are in higher education, what is the problem? what makes students can’t master english after learning it in their whole life? do the problems come from the students? or the problem just happens unconditionally? many researches have been done dealing with the improvement of students’ ability, many theories or techniques have been made as well to journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 94 solve the students’ problems in learning. but none of them can claim that the “x” theory is better than the “y” or the “z” theory is the best. nevertheless, the researchers has never stop to do research on the success of the teaching and learning processsome teaching methods and techniques are going to be developed and created by researchers every time.but somehow, something that other previous researcher miss about, that is try to seek deeply what problems that cause the obstacles of teaching learning process. in learning process, particularly in the level of understanding, application, analysis, synthesis and evaluation or when learning process comes to the affective domain in developing attitudesandstudents need to accept the values from the information theyabsorb or show the response and build the value, there are many aspect that will influence the success of it, external and internal aspects of students, one of the internal aspect of students is their native culture. west nusa tenggara is a small island in indonesia that consists of three native tribes, there aresumbawanese, bimanese and sasaknese. besides, there are some tribes also live in west nusa tenggara, javanese, balinese, bugis and some other tribes of indonesia also inhabit in it. this cultural diversity causes most of the classroom in indonesia becomes multicultural classroom. no doubt that multicultural classroom then make another challenges for teacher and student in learning and teaching process. based on that reason, this study focusses on how to seek the problems that happens in the multicultural classroom. since indonesia is an archipelago country that has more than 700 languages used there must be some obstacles that can be found in the classroom. this study aims at examining the multicultural classroom in stmik bumigoramataram and to find out the problems in that class. because as what described above that learning foreign language is certainly as not easy as learning mother tongue. besides, the influence of mother tongue somehow has a great deal for students in learning foreign language. multicultural classroom multicultural classroom has a board meaning. as what stated in igi global disseminator knowledge, multicultural classroom is a classroom that supports teaching process based on cultural diversity and could help the effectiveness of learning for students from diverse background. as teachers teach in a multicultural classroom, they should to modify and incorporate the lessons to reflect the diversity in the class. diversity nowadays becomes very popular topic to be discussed. since diversity comes in many ways, the discussion about it will never be finished. the diversity of religion, ethnic or language. in term of language, all countries, for this journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 95 instance countries in southeast asia are multilingual societies. as what mohanty (2010) stated that multilingual societies characterized as “hierarchical multilingualism” the term “multilingualism” or “multilingual” simply mean the presence of and interaction between many language in society (ruanni t: 2014) generally speaking, a multicultural classroom must apply multicultural education, so it can remove the barrier to educational opportunity and success for students from different cultural background. practically, multicultural education entails the use of text, material references and historical example that are understandable to students from different cultural background or what reflect their particular culture experience. problems in multicultural classroom people live in a world where there are deep-seated conflicts between cultures embodying different value (kenan malik 2014). different peoples and cultures have different value, belief and truths. many of which are incommensurate but all of which are valid in their own context. this problem can happen in a small group as classroom. in a classroom there are many students who come from different tribe, have different mother tongue and bring their own value. the problem that happens not just in a term of conflict but it can be in the term of the way student receive the information in learning process. for instance: a studentwhocomesfromare wheretheaccentisratherdifferentwithth eaccentthatisusedbymostlystudents or even teacher in the classroom. sothatwillbe a huge gap between that student with the others. method the method that is used in this study is descriptive qualitative method. descriptive qualitative method is a method that describes all the data found in form of word, phrases and sentences (miles and huberman 1994:1). in this study, there are 4 classes of multicultural classrooms which are used as subject. total 122 students of stmik and 2 lecturers became participant in this study. the data of this study is english words, phrases and sentences that described from the result of data finding. research instruments that were used in this study such as: 1). interview: the researcher used interview to get information about student problem in learning english in their multicultural class. the interview has been done from both participants, students and lecturers. interview which done with the students to get information about the problem form students’ point of view while interview which done with the lecturers is done to get information from lecturers perfectives. 2) questioner; in this study, the journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 96 researcher used questioner to get additional information about students’ problem in learning english in multicultural classroom. according to miles and huberman (1994) questioner is a research tool in a form of list to gather information from respondents. there are three questioners which used in this study; a) multiple choice, check list and essay questioner. in this study, data that have been collected then analyzed by some steps as following; 1) describing the result of interview in a form of table and some unimportant data taken from interview then will be eliminated. 2) grouping the data taken from questioner, since there were three different types of questioner used in this study, the data that has been obtained then would be collected according some categories according to the result from interview? 3) data triangulation, data triangulation is done to get proper and sufficient data. 4) after getting the final data, the data then been described in form of words, phrases and sentences. finding data was collected by two instruments, questioner and interview. from those instruments, the data classified as follow: a.interview table 1: the result of students’ interview (a class) n o category satisf ied quite satisf ied unsatis fied 1 material given 20% 10% 70% 2 hours of study in the classroo m 45% 40% 15% 3 the use of technolo gy 20% 30% 50% 4 facilities and infrastru cture in the classroo m 35% 40% 25% 5 compati bility between syllabus and the needs’ of students 20% 15% 65% table 2: the result of students’ interview (b class) n o category satisf ied quite satisf ied unsatis fied 1 material given 15% 30% 55% 2 hours of study in the classroo m 35% 30% 55% 3 the use of technolo gy 30% 30% 40% 4 facilities and infrastru cture in 25% 50% 25% journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 97 the classroo m 5 compati bility between syllabus and the needs’ of students 20% 20% 60% table 3: the result of students’ interview (c class) n o category satisf ied quite satisf ied unsatis fied 1 material given 25% 15% 60% 2 hours of study in the classroo m 40% 40% 20% 3 the use of technolo gy 30% 30% 40% 4 facilities and infrastru cture in the classroo m 25% 40% 35% 5 compati bility between syllabus and the needs’ of students 30% 10% 60% table 4: the result of students’ interview (c class) n o category satisf ied quite satisf ied unsatis fied 1 material 25% 25% 50% given 2 hours of study in the classroo m 35% 35% 30% 3 the use of technolo gy 25% 15% 60% 4 facilities and infrastru cture in the classroo m 25% 40% 35% 5 compati bility between syllabus and the needs’ of students 25% 25% 50% table 5: the resultoflecturers’ interview no problem that lecturers face in teaching process 1 students’ motivation in learning 2 no syllabus provided by institution 3 native dialect of students 4 poor english ability of students a. questioner after collecting the data from the result of interview, the researcher rechecked the data using questioner. questioners which were used are from three different types of questioner; in this case, questioners were used in order to get valid data. the following chart shows the result of checklist questioner. the questioner given was about the journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 98 problems that happen in the classroom from teacher perspective. this question is given to recheck data that already collected before. discussion based on the data that has been collected, both from interview and questioner, the analysis then formulated. from data collected by interview shows that the problems that mostly appear in the class are 1) compatibility between syllabus and the needs’ of students and 2) material given. with the average of dissatisfaction is about 65% (compatibility between syllabus and the needs’ of students) and it is 65% of dissatisfaction for material given. in other hand, lecturers have their own point of view about the problem that mostly becomes obstacles in english teaching and learning process, the problems are 1)students’ motivation in learning, 2) no syllabus provided by institution, 3) native dialect of students and 4)poor english ability of students. those problems then been cross checked to students using questioner. from four problems that mentioned by lecturers, there are three intrinsic problems of students; 1) students motivation, 2) native dialect of students and 3) students english ability. the result of questioner shows that the biggest problems that students face in learning is their native dialect. so from the result of data analysis above, it can be concluded that the problem that mostly happens in students multicultural classroom are 1) the influence of students’ native language, 2) incompatibility syllabus and 3) students’ needs and material given. conclusion and suggestion considering all findings which have been described. the researcher concludes that the problems that 0 1 2 3 4 5 6 student english ability students' motivation the influence of students' mother tongue journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 99 happens come from both lecturers and the students. this result can be a consideration of all lectures to maintain their classroom. because as what described in the discussion that the intrinsic problem that comes from students such as the influence of students’ native language (culture) can be solved by the proper material or syllabus given. if the material or syllabus that given in the class is not set based on students needs, learning goals will not be reach. suggestion this study becomes one doorway to open other problems that can happen in multicultural classroom, it also can be a way to make better class that has material and syllabus based on the needs or (we can say) the problems that happen in the class. from this study, the researcher also hopes that another researcher can investigate deeper research about multicultural classroom. references miles, m.b., & huberman, a.m. (1994). qualitative data analysis (2nded). london: sage publication. mohanty, a,k. (2010). language, inequality and marginalization: implications of the double divide in indian multingualism. international journal of the sociology of language. ruanni, tupas. (2014). inequalities of multilingualism: challenges to mother tongue-based multilingual education. taylor&francis: routledge. 49 a comparative study of pqrst and sq3r strategies based on the text types upon the eighth grade students’ reading competency at smpn 4 singaraja dedy sandiarsa, komang 1 , tantra, dewa komang 2 , ratminingsih, ni made 3 . faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram e-mail: dedy.sandiarsa. komang.tantra. made.ratminingsih@pasca.undiksha.ac.id abstract this research aimed at investigating whether or not there is a different effect between pqrst and sq3r strategies based on the text types upon the eighth grade students‟ reading competency. this research was an experimental research with 2 x 2 factorial designs. the population was 6 classes (179 students) of grade viii in smpn 4 singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were pqrst strategy group, and two classes with 60 students were sq3r strategy group determined by using a multistage random sampling. the data were collected through reading comprehension test that were analyzed by using statistical two-way anova. the result shows that, first, fa = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by pqrst strategy than those who were taught by sq3r strategy. second, fab = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency. keywords: pqrst strategy, sq3r strategy, text types, reading competency. introduction there are four basic skills to be mastered by the language learners, those are listening, speaking, reading, and writing. all of those skills are important to be developed by the students. the students are expected not only to understand about the form of english language, but also to be able to use english language in their daily life in formal and informal contexts. developing reading competency is important in learning a language. by reading, the students could enrich their vocabulary, the readers will try hard to get the meaning about the text, so the readers have to understand every word that they read. reading competency has always been an essential part of english as a foreign language (efl). in efl 50 setting, efl students may not use english in their environment, and they just learn english in formal situation. by reading english texts, it may help the efl students in acquiring the target language. according to walker (2008), reading is a cognitive process which is not only about spelling a word by word or mastering vocabulary, but readers have to construct their creative thinking by combining their prior knowledge, their previous experiences, and their situation with the information, idea, and the situation of the written text that they read in order to comprehend the textual, ideational meanings, and the values of the texts. in teaching reading, it is a must for the teachers to make the students comprehend the textual, ideational meanings, and the values of the texts. the english teacher has to pay attention to some factors that might affect their students‟ low competency in comprehending reading texts and they have to find effective ways to solve those problems in order to make their students comprehend the meanings and the values of the reading texts. there are many factors that can result in the students‟ low competency in comprehending reading texts and in achieving the competencies of reading. the factors include a poor input (the students themselves), the english teachers, the materials of reading that are used, times consumed in teaching reading, and the teaching strategies that are used in teaching reading competency. all of those factors will influence how well the students can achieve the competencies of reading. there are some teaching strategies in teaching reading introduced by some experts. two of them are pqrst (preview, question, read, summarize, and test) and sq3r (survey, question, read, recite, and review) strategies. those strategies are able to be implemented to develop students‟ reading competency. those strategies are found as effective strategies in teaching reading. the major reason to choose those strategies is because both strategies are effective in teaching the students‟ reading text, stimulating the students‟ prior knowledge and constructing the students‟ creative thinking in developing their reading competency. by being more active and creative in thinking, it could motivate and stimulate the students‟ desirability to develop their reading competency in reading some types of text. besides that both pqrst and sq3r strategies are aimed to make the students remember about what they have learned in the classroom continuously. as stated by ikram (2012), by providing test and review in the end of the activity of pqrst and sq3r strategies, it could help the students improve their ability in memorizing the material. both strategies are also conducted with 51 some steps in which the students could combine their prior knowledge with knowledge that will be got while they are reading. theoretically, according to holandyah (2012), pqrst strategy procedure consists of five steps (preview, question, read, summarize, and test) in which the implementation could stimulate the students‟ prior knowledge, could make than more active and thoughtful in getting the values of texts, and could improve their reading comprehension. additionally, pqrst strategy provides a process that makes the students remember the material easier, because the process of understanding the text occurs repeatedly. based on those benefits, the researcher thought that pqrst is an effective strategy that can help the students to develop their reading competency. empirically, pqrst strategy is proven by syafitri (2010) as an effective strategy to help the students of sman 1 kota jambi to comprehend the reading text well. meanwhile, theoretically, sq3r is a strategy that helps the students to think about the text that they are read. this strategy is very effective in teaching reading, because the students could combine their known words with new or unknown words provided in the text given. empirically, the effect of sq3r strategy has been proven by mabakejo (2011) as an effective strategy to teach reading competency from the explanations above, it can be concluded that pqrst and sq3r strategies are both effective in improving students‟ reading competency, however, their comparative effects have not been known yet. based on the problems, the researcher is interested in conducting a research to prove which strategy is better in affecting the students reading competency. the objectives of this research are to measure the different effect of teaching reading strategies (pqrst and sq3r) and types of text (narrative and recount texts) upon the eighth grade students‟ reading competency and to measure the interaction of teaching reading strategies (pqrst and sq3r) and types of text (narrative and recount texts) upon the eighth grade students reading competency at smp negeri 4 singaraja. based on the standard competency of reading in second semester of eighth grade students at smp negeri 4 singaraja, there are three basic competencies should be achieved by the students. the basic competencies are; to understand the meaning of functional text in the simple form toward narrative and recount texts related with the environment. the basic competencies are; first, to read aloud meaning of functional text in 52 the simple form of narrative and recount texts with good pronunciation and good intonation related with the environment, second, to respond meaning of functional text accurately and fluently related with the environment, and the last, to respond meaning and the rhetoric structures accurately and fluently related with the environment in the simple form of narrative and recount texts however, because of the limitation of the time, the researcher only focuses on one basic competency with four indicators, those are; (1) identifying the meaning of the words in the narrative and recount texts; (2) identifying the information of the narrative and recount texts; (3) identifying the communicative objective of narrative and recount texts; (4) identifying the rhetoric structures and the characteristics of narrative and recount texts (depdiknas, 2011). method this research was an experimental research, in which there were three variables to be studied. the first variable was dependent variable that was reading competency (y). the second variable was independent variable that was metacognitive strategies with two types of strategies, pqrst strategy (a1) and sq3r strategy (a2). the third variable was moderator variable that was the text types with two level namely narrative text (b1) and recount text (b2). in this research, the researcher used two-comparison groups. therefore, both groups were treated by different strategies. the researcher was investigated whether one treatment is more effective than the other and whether or not there is an interaction between the independent variable and the moderator variable on the dependent variable. in achieving the research objectives, post-test only two groups with 2x2 factorial design was employed by the researcher in this research. the experiment was carried out in eight meetings sessions for each class: 4 times treatment using narrative texts, and 4 times treatment using recount texts. the researcher treats the groups by using pqrst and sq3r strategies. after each text type has been carried out, a post test is administered. the population of this research was all students in xiii b classes of the eighth grade students of smpn 4 singaraja. there are six classes in the eighth grade in smp negeri 4 singaraja. from the population, multi-stage random sampling technique was implemented in three steps. first, the researcher was tested the homogeneity of the population in terms of their competency in reading. in this step, the researcher collected the students‟ recent reading scores 53 from their summative test result, then the scores were tested statistically. second, the researcher was select randomly four homogeneous classes as a sample of this research. third, from four homogeneous classes, the researcher was selected randomly two homogeneous classes as a group that was treated by pqrst strategy, and two homogeneous classes as a group that was treated by sq3r strategy. before collecting the data, there were some sections to be implemented. there were the validity and reliability of the research instrument. the instrument for collecting quantitative data for testing the hypotheses consisted of reading comprehension test, try out the instrument, construct validity of the test, content validity of the test, item validity of the test, reliability of the test, discrimination index of the test, difficulty index of the test, and distracter analysis of the test. the test used in this research was objective test in the form of multiple choice tests; consisted of 30 items, in which there were four options for each item. it was scored 1 for correct answer and 0 for wrong answer. after the researcher got the scores of the post-test by using multiple choice tests, then the data collected were analyzed quantitatively, and the research design used was 2 x 2 factorial design arrangements. finally, the data were analyzed by using two forms of statistical analysis, namely descriptive statistic analysis and inferential statistic analysis. the descriptive statistic analysis was done by analyzing the group data of the students who were taught by pqrst strategy and those who were taught by sq3r strategy solely in descriptive way. descriptive statistic analysis was done to measure the central tendency of the scores which includesmean, median, and mode and standard deviation. the normality test was done to know whether or not the data obtained were normally distributed. in achieving that objective, the shapiro-wilk statistic was used to investigate the normality of the data. the data could be categorized as normally distributed when the significance value exceeds the value of 0.05. based on the result of the normality testing by using shapiro wilk analysis, the data of the group in this research was higher than 0.05. in this case it can be concluded that all of the group data in this research were normally distributed. in investigating whether the variance of the data were homogeneous or not, levene‟stest of equality of error variances was applied in this research. if the significance value was higher than 0.05, it could be assumed that the variances of the groups are equal. after the sample was determined, the test of homogeneity of the class was done prior to the research. it was 54 needed to ensure that all of the groups of the sample were homogenous to each other. thus, the samples in the groups were suitable of the research. the data were gathered from the first semester score of english course taken from the data owned by the teachers of the four classes. the result of the analysis shows that the four classes were in general homogenous or equal (test of betweensubject effects sig. value 0,126, α=.050). the post hoc analyses using t-scheffe also show that the four classes were homogenous or equal to each other. it can be seen on the significant value (sig.) inmultiple comparisons table in which all of the values were higher than 0,05. in other words, the samples that were used in this research were homogeneous. after the data are proven to be normal and homogeneous, then twoway anova was administered to measure the differential effect between means of the students‟ reading competency of the students who were taught by using pqrst strategy with those who were taught by using sq3r strategy (hypothesis 1), and to measure the significant interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency (hypothesis 2). while, tukey test would be conducted to measure the differential effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency. all analyses were conducted by using spss 16.0 windows. result and discussion this research used 2 x 2 factorial research design by using two-way anova. based on the rational, the data of this research could be categorized as follows: (1) a1: reading competency of students who were treated by using pqrst strategy, (2) a2: reading competency of students who were treated by using sq3r strategy, (3) b1: reading competency of the students who were taught narrative text, (4) b2: reading competency of the students who were taught recount text, (5) a1b1: reading competency of the students who were taught narrative text by using pqrst strategy, (6) a1b2: reading competency of the students who were taught recount text by using pqrst strategy, (7) a2b1: reading competency of the students who were taught narrative text by using sq3r strategy, (8) a2b2: reading competency of the students who were taught recount text by using sq3r strategy. explained previously, the data were analyzed by using two forms of statistics analysis, there were descriptive statistic analysis that was used to organize and summarize the data of the samples, and inferential statistic analysis that was used to 55 infer the conclusion about the data obtained of this research and about the population based on the data of the samples. the data of reading competency recapitulation of mean, modus, median, based on table 1, it can be concluded that the group of students who were taught by using pqrst strategy (a1) shows better achievement than the group of students who were taught by using sq3r strategy (a2). for those, the group of students who were taught narrative text by using pqrst strategy (a1b1) shows better achievement than the group of students who were taught recount text by using pqrst strategy (a1b2). while, the group of students who were taught narrative text by using sq3r strategy (a2b1) shows better achievement than the group of students who were taught recount text by using sq3r strategy (a2b2). for those students who were taught narrative text by using pqrst strategy (a1b1) shows better achievement than the group of students who were taught narrative text by using sq3r strategy (a2b1). while, the group of students who were taught recount text by using pqrst strategy (a1b2) shows better achievement than the group of students who were taught recount text by using sq3r strategy (a2b2). the description of the students‟ reading competency in each group can be seen below. the data description of the students’ reading competency in a1 group the data of the students‟ reading competency who were taught by using pqrst strategy (a1) had range = 4.67, the data of pqrst group were taken from 60 samples, however the data were taken two times, first, the data was taken from narrative text test, and second the data were taken from recount text test, minimum score = 4.66, maximum score = 9.33, total of interval class = 7, range of interval class = 0.67, mean score = 7.17, standard deviation = 1.13, and variance = 1.29. standard deviation, and variance can be seen on the table below. 56 the data description of the students’ reading competency in a2 group the data of the students‟ reading competency who were taught by using sq3r strategy (a2) had range = 5, the data of sq3r group were taken from 60 samples, however the data were taken two times, first, the data was taken from narrative text test, and second the data were taken from recount text test, minimum score = 4, maximum score = 9, total of interval class = 8, range of interval class = 0.63, mean score = 6.67, standard deviation = 1.27, and variance = 1.61. the data description of the students’ reading competency in a1b1 group the data of the reading competency of the students who were taught narrative text by using pqrst strategy (a1b1) had range = 2.33, n= 60, minimum score = 7.00, maximum score = 9.33, total of interval class = 7, range of interval class = 0.33, mean score = 8.08, standard deviation = 0.60, and variance = 0.36. in this case, it can be concluded that the group of students who were taught narrative text by using pqrst strategy is intermediate category. the data description of the students’ reading competency in a1b2 group data of the students‟ reading competency who were taught recount text by using pqrst strategy (a1b2) had range = 2.67, n= 60, minimum score = 6.33, maximum score = 9.00, total of interval class = 6, range of interval class = 0.45, mean = 7.72, standard deviation = 0.62, and variance = 0.39. in this case it can be concluded that it can be concluded that the group of students who were taught recount text by using pqrst strategy is in category intermediate. the data description of the students’ reading competency in a2b1 group the students‟ reading competency data who were taught narrative text by using sq3r strategy (a2b1) had range = 3, n= 60, minimum score = 4.66, maximum score = 7.66, total of interval class = 7, range of interval class = 0.43, mean = 6.26, standard deviation = 0.74, and variance = 0.36. in this case it can be concluded that it can be concluded that the tendency data of the students who were taught narrative text by using sq3r strategy is in category low. the data description of the students’ reading competency in a2b2 group the students‟ reading competency data who were taught recount text by using sq3r strategy (a2b2) had range = 3, n= 60, minimum score = 4, maximum score = 7, total of interval class = 7, range of interval class = 0.43, mean = 5.62, standard deviation = 0.78, and variance = 0.60. 57 hypothesis testing the hypotheses testing in this research was conducted by using two-way anova. all analyses were administrated by using spss 16.0. however before analyzing the data, there were some requirements were needed to be fulfilled. there were normality of the data and the homogeneity of the variance data. the normality testing aims to find out whether or not the data normally distributed. based on the result of the normality testing by using shapiro wilk analysis, the data of the group in this research was higher than 0.05. in this case it can be concluded that all of the group data in this research were normally distributed. homogeneity testing is administrated to make sure that the samples of this research have homogeneous or similar. based on the result of levene's test of equality of error variances the entire of analysis of the data shows that the significance level was > 0.05, then it could be concluded that the variances data of the group were entirely homogeneous. after completing the requirements of the homogeneity testing and the normality testing, two-way anova statistical analysis was administrated to answer the hypotheses. the criteria used by using two-way anova are; first hypothesis:if thesis significant value (sig.) of fa is less than 0.05, it means that the null hypothesis which states “there is no differential effect on students reading competency between pqrst and sq3r strategies” is rejected. therefore, there is a different effect of pqrst and sq3r strategies on students‟ reading competency. second hypothesis: if the significant value (sig.) of fab is less than 0.05, it means that the null hypothesis which states “there is no interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency” is rejected. therefore, there is an interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency 58 table 2. analysis result of two-way anova dependent variabl e: score source type iii sum of squares df mean square f sig. corrected model 247.004 a 3 82.335 173.02 4 .000 intercept 11498.411 1 11498.411 2.416e .000 a b 15.005 230.751 1 1 15.005 230.751 .000 484.91 6 .000 a * b error total 1.248 112.302 11857.718 1 236 240 1.248 .476 2.624 .107 corrected total 359.307 239 59 the first finding of difference between students who were taught by using pqrst strategy and those taught by using sq3r strategy is answered from the analysis of two-way anova above, it was found that pqrst and sq3r strategies had an effect on students‟ reading narrative and recount texts competency in english class of the eighth grade students of smpn 4 singaraja in academic year 2012/2013. the result of the analysis showed that the fa = 31.533, the significant value was 0.000 which was less than 0.5, therefore h0 “there is no any differential effect on students‟ reading competency between pqrst and sq3r strategies” was rejected. it was also proven by the difference of the mean scores of the groups. the mean scores of the groups of the students who were taught by using pqrst strategy = 7.17, which were higher than the mean scores of the groups of the students who were taught by using sq3r strategy = 6.67. based on the result of the analysis, it could be stated that pqrst strategy was more effective to teach the students‟ reading narrative and recount texts competency in the eighth grade students of smpn 4 singaraja in academic year 2012/2013 than sq3r strategy. basically, both strategies are quite similar, in which both strategies are found as effective strategies in teaching students‟ reading texts. moreover, the students who were taught by using pqrst strategy had higher reading competency than those who were taught by using sq3r strategy, because in preview step, the students could stimulate their prior knowledge before they read the short story by considering picture and text title of the text given, in question step, the students could construct their creative thinking by make their own questions based on their knowledge about the short story, in read step, the students could combine their prior knowledge with the information and ideas got from the short story, in summarize step, the students could develop their competency in finding the main idea of the short story, and in test step, the students would be more motivated to learn and more focus on the learning activity since they realized that their understanding of the learning material would be checked by the teacher through the application of a test. the result above was also supported by agbebire (2012), who states that pqrst strategy is universal study strategy that promotes better result and performance of the students. moreover, kartikawati (2005) states that pqrst strategy is a reading strategy that consists of five steps that can be beneficial for the students to increase their performance in reading, those five steps are (preview, question, read, summarize,, and test), this strategy also consists of some extra steps such as; discuses some questions 60 and answers, determine the main idea, and the explanatory sentences of the texts. furthermore, joomla (2012) also states that pqrst strategy allows the students focus on studying, allows the students to correlate the information to how it is going to be used on the test, and this strategy also allows for better time management practice since it breaks down the study process into five different steps, so instead of allotting time to study for a whole topic, the student has the option to break it down into five separate steps while still retaining the information. moreover, the finding and the theories above are in line with the previous researches which highlight that pqrst strategy is an effective strategy to support students‟ reading competency, such as: haeriyanto‟s research (2012) to the students in ma nuruljadidpaitonprobolinggo which found the implementation of pqrst strategy in the teaching-learning of reading comprehension can improve the students‟ comprehension skill. furthermore, syafitri‟s research (2010) to the second grade students at sman 1 kota jambi which found that pqrst strategy can help the students to comprehend the reading text well. additionally, kusumaningrum (2010) also conducted an action research at sman 2 unggaran, kabupaten semarang which found that teaching reading comprehension using pqrst strategy can be one of references of problem solving, because pqrst strategy can attract the students‟ interest and motivation in improving their reading comprehension. based on the result of the analysis, theories supported, and previous researches, it can be concluded that pqrst strategy was more effective to teach the students‟ reading narrative and recount texts competency in the eighth grade students of smpn 4 singaraja in academic year 2012/2013 than sq3r strategy. the second finding in this research is on the interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students reading competency. it was found that fab = 2.624, while the significant value was 0.107 which was higher than 0.5. it means that null hypothesis (h0) which states “there is no any interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency” was accepted. so, it can be concluded that there is no interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency of the eighth 61 grade students of smpn 4 singaraja in the academic year 2012/2013. figure 1. the interaction between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) based on the result of the analysis of two-way anova and based on the figure above, it can be concluded that there is no interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount), in this case, the analysis could not be continued to the tukey test. moreover, the descriptive analysis showed that the mean score of students who were taught narrative text by using pqrst = 8.08, the mean score of the students who were taught recount text by using pqrst = 7.72, the mean score of the group who were taught narrative by using sq3r strategy = 6.26, and the group who were taught recount text by using sq3r strategy = 5.62 so, in term of descriptive analysis, it can be concluded that, the students who were taught narrative text by using pqrst strategy was better achievement than students who were taught recount text by using pqrst strategy, the students who were taught narrative by using sq3r strategy is better than students who were taught recount text by using sq3r strategy, the students who were taught narrative text by using pqrst strategy was better than the students who were taught narrative text by using sq3r strategy, and the students who were taught recount text by using pqrst strategy was better than the students who were taught recount text by using sq3r strategy. basically, the teaching-learning atmosphere in smpn 4 singaraja has beenrunning well. moreover, the enthusiastism of the second grade students at smpn 4 singaraja in following english subject has been running well that could help the students easier to understand some types of text. furthermore, english teacher has applied any types of reading texts in improving students reading competency. according to english teacher, each individual of the students has the equal concept in understanding certain types of english texts. this equivalent understanding supports each student to be a good competitor in learning 62 english particularly in the area of reading skill. additionally, both of text types, narrative and recount are similar to be understood by the students. as stated by karolina (2006), narrative text is a text that tells the readers about something interesting that has purpose to amuse the readers. meanwhile, maula (2008) also states that recount text is a piece of text that is unfolded with a series of past events aimed to give the audience a description of what happened and when it happened that has purpose to entertain the readers. based on those insights, narrative and recount texts have given positive effect to motivate the students to understand english text. if the students have higher motivation in learning english, they will do more to support their own desire including understanding english text. related to this uno (2009: 27-28) states three roles of motivation in learning, there are, motivation makes learning persistent, motivation can determine learning reinforcement, and motivation makes learning objective clearer. moreover, the finding and the theories above are supported by the previous research which highlight that text types is not inter-related with pqrst and sq3r strategies in influencing students‟ reading competency, such as erawati‟s research (2012) to the second year students of sma negeri 2 denpasar which found that there is no interaction between metacognitive monitoring strategies and text types. hence, the phenomenon above strongly indicates that moderator variable (narrative and recount) is not inter-related with independent variable (pqrst and sq3r strategies) in influencing dependent variable (students‟ reading competency). conclusion and suggestion as stated previously, this research was a comparative effect of pqrst and sq3r strategy based on the text types upon the eighth grade students‟ reading competency at smpn 4 singaraja. there are two conclusion of this research, such as; (1) there was a different effect between pqrst and sq3r strategies on students‟ reading competency. the students who were taught reading competency by using pqrst strategy was higher than the students who were taught reading competency by using sq3r strategy; and (2) there was no interactional effect between teaching reading strategies (pqrst and sq3r) and text types (narrative and recount) on students‟ reading competency. based on the finding in this research the suggestions are; (1) the english teacher of the eighth grade students at smpn 4 singaraja in the academic year 2012/2013 should think seriously to implement pqrst 63 strategy in teaching reading competency, because pqrst strategy involves activities that can increase the students‟ creative and critical thinking through questioning and summarizing, and pqrst strategy can facilitate the students‟ prior knowledge. in addition pqrst strategy had been proven in this research as an effective strategy in teaching reading competency. (2) for the intuition, this research is expected to support and give the contribution to the post graduate program as a reference; and (3) for the other researcher, the result of this research is expected to be able to be used as a reference in conducting the other research related to the teaching reading competency. references agbebire, j. 2012. strategies for academic excellence part 4. http://strategiesforacademic-excellence-part-4.htm. accessed on 06 november 2012. depdiknas .2011. kurikulumsmp 1 karangdadap (tahunpelajaran 2011/2012). p ekalongan. http://smpn1karangdadap.files.wordpress.com/2011/09/dokumenktsp1112.pdf. accessed on 06 october 2012 . erawati, l. p. e. p. 2012. a comparative effect of metacognitive selfmonitoring strategies on students‟ reading competency based on text types. unpublished thesis. singaraja : pps undiksha. haeriyanto, a. i. 2012. improving the reading comprehension skills of the eleventh graders of ma nuruljadidpaitonprobolinggo through pqrst strategy. thesis. malang: pps universitasnegeri malang. http://karya-ilmiah.um.ac.id/index.php/ disertasi/article/view/21593. accessed on 05 november 2012. holandyah, 2012. quantum ilmu: pqrst t echnique. http://holandyah.blogspot.c om/2012/01/using-pqrst-technique-toincrease.html. accessed on 05 november 2012. ikram. 2012. strategy membacapemaham an. http://ikrammelan6kahm4ju.blogsp ot.com/2012/04/strategi-membacapemahaman.html. accessed on 05 november 2012. joomla. 2012. pqrst study method. http:// www.campusgrotto.com/index2.php?o ption=com_content&do_pdf=1&id=316. accessed on 05 november 2012 karolina, i. 2006. teaching narrative text in improving writing to the ten th grade students of sma negeri 1 petarukan, pemalang. thesis. semarang: http://strategies-for-academic-excellence-part-4.htm/ http://strategies-for-academic-excellence-part-4.htm/ http://strategies-for-academic-excellence-part-4.htm/ http://smpn1karangdadap.files.wordpress.com/2011/09/dokumen-ktsp1112.pdf http://smpn1karangdadap.files.wordpress.com/2011/09/dokumen-ktsp1112.pdf http://smpn1karangdadap.files.wordpress.com/2011/09/dokumen-ktsp1112.pdf http://smpn1karangdadap.files.wordpress.com/2011/09/dokumen-ktsp1112.pdf http://karyailmiah.um.ac.id/index.php/disertasi/article/view/21593 http://karyailmiah.um.ac.id/index.php/disertasi/article/view/21593 http://karyailmiah.um.ac.id/index.php/disertasi/article/view/21593 http://holandyah.blogspot.com/2012/01/using-pqrst-technique-to-increase.html http://holandyah.blogspot.com/2012/01/using-pqrst-technique-to-increase.html http://holandyah.blogspot.com/2012/01/using-pqrst-technique-to-increase.html http://holandyah.blogspot.com/2012/01/using-pqrst-technique-to-increase.html http://ikrammelan6kahm4ju.blogspot.com/2012/04/strategi-membaca-pemahaman.html http://ikrammelan6kahm4ju.blogspot.com/2012/04/strategi-membaca-pemahaman.html http://ikrammelan6kahm4ju.blogspot.com/2012/04/strategi-membaca-pemahaman.html http://ikrammelan6kahm4ju.blogspot.com/2012/04/strategi-membaca-pemahaman.html http://www.campusgrotto.com/index2.php?option=com_content&do_pdf=1&id=316 http://www.campusgrotto.com/index2.php?option=com_content&do_pdf=1&id=316 http://www.campusgrotto.com/index2.php?option=com_content&do_pdf=1&id=316 64 universitasnegerisemarang. http://aguswuryanto.files.wordpre ss.com/2011/10/ptk-teachingnarrative-sma-petaruan.pdf. accessed on 22 october 2012 kartika, d. 2005. keefektifanmetode pqrst dalammembacapemahamanteksbacaanpada mata pelajaranbahasa indonesia kelas vii semester i smp negeri 1 brangsong kendal tahun ajaran 2004-2005. accessed on 05 november 2012. kusumaningrum, r. w. 2010. the use of preview, question, read, self-recite, test (pqrst) technique in teaching reading comprehension of news item texts (a case study of grade x students of sma negeri 2 ungaran in the academik year 2009.2010). thesis. semarang: universitas negeri semarang. http://lib.unnes.ac.id/1007 2/1/1175a.pdf. accessed on 13 november 2012. mabakejo, ola. 2011. “effects of s-q-3-r and 3-s-3-r study strategies on senior secondary school students‟ academic achievement in reading comprehension”. journal of the nigeria english studies association (jnesa) 14:2. http://www. nigeriaenglish.com/content/v14/2/ola.pdf. accessed on 27 october 2012. maula, m. y. m. 2008. the effectiveness of using authentic materials in teaching recount text to improve students‟ writing ability (an experimental study of the first grade students of sma pgii 1 bandung).thesis. jakarta: indonesia university of education. http://repository.upi.edu/operator/uplo ad/s_c0351_03345_chapter1.pdf. accessed on 26 october 2012. syafitri, dewi. 2010. the effect of pqrst technique toward reading comprehension of the second grade students at sman 1 kota jambi. thesis. jambi: jambi university. http:/ /www.usm.unsri.ac.id/upload/lampiran /201205040_abstrak_skripsi.pdf. accessed on 05 november 2012. uno, b, h. 2009: teorimotivasi&pengukurannya: analisis di bidangpendidikan. jakarta: bumiaksara. walker, barbara j. 2008. diagnosticteaching of reading: techniques for instruction and assessment (6 td ed). ohio: pearson education ltd http://aguswuryanto.files.wordpress.com/2011/10/ptk-teaching-narrative-sma-petaruan.pdf http://aguswuryanto.files.wordpress.com/2011/10/ptk-teaching-narrative-sma-petaruan.pdf http://aguswuryanto.files.wordpress.com/2011/10/ptk-teaching-narrative-sma-petaruan.pdf http://aguswuryanto.files.wordpress.com/2011/10/ptk-teaching-narrative-sma-petaruan.pdf http://lib.unnes.ac.id/10072/1/1175a.pdf http://lib.unnes.ac.id/10072/1/1175a.pdf http://lib.unnes.ac.id/10072/1/1175a.pdf http://www.nigeriaenglish.com/content/v14/2/ola.pdf http://www.nigeriaenglish.com/content/v14/2/ola.pdf http://www.nigeriaenglish.com/content/v14/2/ola.pdf http://repository.upi.edu/operator/upload/s_c0351_03345_chapter1.pdf http://repository.upi.edu/operator/upload/s_c0351_03345_chapter1.pdf http://repository.upi.edu/operator/upload/s_c0351_03345_chapter1.pdf http://www.usm.unsri.ac.id/upload/lampiran/201205040_abstrak_skripsi.pdf http://www.usm.unsri.ac.id/upload/lampiran/201205040_abstrak_skripsi.pdf http://www.usm.unsri.ac.id/upload/lampiran/201205040_abstrak_skripsi.pdf journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 122 the correlation between vocabulary mastery and reading comprehension at the second year students of smpn 3 gunungsari sudirman (1) (sudirmanlombokinfo@gmail.com (1) ) faculty of language and art education (fpbs) institute of teacher training and education (ikip) mataram abstract the research entitled the correlation between vocabulary mastery and reading comprehension aims at finding out there is whether any correlation between vocabulary mastery and reading comprehension at the second year students of smpn 3 gunungsari. this research was designed by using descriptive quantitative method. the research took 30 students as sample of this study. to analyses the data this research used statistic computation by product moment correlation, to get the final score. the data found that the mean score of reading comprehension was 54.4 and vocabulary was 53,6. after computing by the statistical analysis of product moment, the value shows 1.631 while the t-table was 1.671 and 2.390. this result of this investigation indicated that there is no significant between vocabulary and reading comprehension. the value of t-test was 1.631 is lower than 1.671 and 2.390 in 0.05 and 0.01 significant level. while the degree of freedom (df) = 60. it can be concluded that there is no correlation between vocabulary mastery and reading comprehension. keywords: the correlation, vocabulary mastery and reading comprehension journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 123 introduction english as an international language has an important role in the world. since its role it’s really important in the world, most countries use it either as a second language or foreign language. it is used in some events such as: international forums, world organization, and other important role in english for instant learning science and technologies because most of book about these matters are written in english. in this era of free trade we should be able to speak and communicate in english. there are too many medias in improving or learning english, and we can find it everywhere and every time we want. the kind of media that may be assisted the learners to obtain the skills of english as the second language is particularly in progressing the reading skills, such as newspaper, magazine, internet, film or movie and so on. in which the main function of those medias as the alternative way of getting the information, entertainment, and learning by using several languages but one of the most language that used by the people especially for international communication. as consequences, the important devices in a language are word. according to hornby (1989:959), the total number of words which (with rulers for combining them) make up language is called vocabulary. after having the vocabulary; we must understand and able to recognize the vocabulary of the language in communication because without understanding and recognizing the vocabulary of the language, the verbal communication will not be running well for the learner who want to communicate in this effort they have to master the rule each other or understanding vocabulary of the target language. especially in indonesian country, the government has been trying hard to overcome this problem by including the english language in the curriculum as one of the subject. the support of this case was declared by minister of education and culture degree no. 0486/4/1984. that “the main program is in senior high school curriculum consists of 15 subjects” one of them is english (depdikbud, 1984; 8) meanwhile, the indonesian curriculum of 1984, english is taught integratedly with place emphasis on reading comprehension with some targets which consists of 1500-2000 words. base on the statement above, it is very clear that vocabulary is one of the main factor to build up student’s competence either orally or in written form of english as a foreign language. according to the aim of teaching vocabulary itself, it is expected to the students of smpn 3 gunugsari understand the meaning of the word contextually and use them accurately and correctly. so, student mastery on vocabulary and reading comprehension are important factor that enable then to use english literature. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 124 the whole students of smpn 3 gunungsari have to study and learn english in their school but they never use english at their home. their ability in english subject still under the curriculum target, in this case, it can be seen from the result of the report book on its pure evaluation result. in contrary previously, the students in the language classroom emphasized in acquisition of linguistics and structure of vocabulary result; otherwise the student who may know the rule of language usage will be unable to use the language (larsen, 1983:124). starting from statements above, the writer decides to investigate the correlation between vocabulary mastery and reading comprehension at second year students of smpn 3 gunungsari in academic year 2011/2012. the study is aimed at finding out whether there is or not a correlation between vocabulary mastery and their reading comprehension. first of all, the researcher needs to know the students’ vocabulary mastery and their reading comprehension. next, the writer would like to find correlation between the students’ mastery on vocabulary and their reading comprehension. research method this study aims to finding out the correlation between vocabulary mastery and reading comprehension at the second year students of smpn 3 to get the data, the researcher distributed the test of vocabulary and reading comprehension at the second year students, and after that the researcher would analyze them in descriptive quantitative method and statistical analysis. population and sampling technique 1. population of the study is the second year students of smpn 3 gunung sari, which consists 165 students and they were divided into 4 classes comprising about 30-35 students for each. 2. sample of the study the sample of this study is the second year students of smpn 3 gunung sari.suharsimi arikunto (1994: 45) said that if the populations less than hundred, it is better to take all of the population as the subject of the research, but if the number of the population is more than a hundred, its suggested to take 10%-25%. this number is representative enough for the research. in this research, writer took only 15% as sample. so, that based on suharsimi arikunto statement the researcher chooses 30 students as sample of the study. discussion the statistical analysis of the data reflected from the result of means score, standard deviation and the value of product moment. base on result of the test, the writer found the mean score of vocabulary was 5.85 and the mean score of reading comprehension was 5.69 it means that students english reading journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 125 comprehension depend on their english vocabulary mastery. in other words, we can say that student will be more understanding vocabulary but less of them able to understand of english reading comprehension. in identifying the significance of the students’ deviation mean scores it is found that the deviation of two mean scores (1.14 and 1. 27) is also shown the value of t-test and t-table. it is read the value of t is lower than the t-table. where the t-test value was 0.473 and the ttable was 1.671 so, the result of (t-test) is lower than (ttable) (t < tt), the null hypothesis (ho) is accepted and alternative hypothesis (ha) is rejected. it means that there is not significance between variable x and variable y. it is proved that the students’ mastery in vocabulary but there is no good impact on their reading comprehension, and it can be said that mastery on vocabulary is not always guarantee for students to be good in reading comprehension but sometime it make them confused, especially in reading passage. because they were very difficult to recognize the meaning whole words of sentences. finding in finding the data needed, the researcher took four classes as sample on this research, firstly the writer introduced about the materials in every class, in this case the writer did the treatments before distributed the tests and then the treatments was be done four time meeting in every classes, after that the writer distributed the test to gaining the data, after having the students tests the writer did the scoring system based on previous chapter, to get the final score the writer draws the following formula, which runs: s = 𝑹 𝑵 x wt whereas: s = score which indicates the sum of r = the number of right answer n = the number of items (in this case n is 30) wt = weight (possible highest final score (10-100 scales) to find out whether the vocabulary mastery and reading comprehension is good or not, the writer analyses the obtained data by using the following steps: 1. the computation of mean score. harris (1969-122) said that,” the arithmetic mean often shortened to the mean, is the sum of the separate scores devised by their number. then, heaton (1974-169) also clarified that the mean score of any test is the most efficient measurement of central tendency, but it is not always appropriate. base on the statement above, the writer formulated mean score in this research is: m = ∑𝑿 𝑵 whereas: m = the mean score x = the subject score n = the number of samples ∑x = the sum of the subjects score ∑ = sum of journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 126 for the purpose of computing the mean score, the writer to tabulates the score as follows: table .1 the subjects score of vocabulary and reading comprehension no students’ initial x y 𝑿𝟐 𝒀𝟐 xy 1 aa 4,6 7,3 21,16 53,29 33,58 2 an 6 6 36 36 36 3 da 7,3 6 53,29 36 43,8 4 dik 7,3 3,3 53,29 10,89 24,09 5 dr 7,3 8 53,29 64 58,4 6 ei 6 6,6 36 43,56 39,6 7 em 7.3 6 53,29 36 43,8 8 hae 4 6 16 36 24 9 hh 6 4,6 36 21,16 27,6 10 hs 4 8 16 64 32 11 hs 4,6 6 21,16 36 27,6 12 ii 5,3 2,6 28,09 6,76 13,78 13 iw 4,6 3,3 21,16 10,89 15,18 14 ju 6,6 6,3 43,56 39,69 41,58 15 ls 6 5,3 36 28,9 31,6 16 mb 4,6 6 21,16 36 27,6 17 md 6,6 6 43,56 36 39,6 18 mi 6 4 36 16 24 19 mn 5,3 4,6 28,09 21,16 24,38 20 mp 6,6 5,3 43,56 28,9 34,98 21 ms 7,3 6 53,29 36 43,8 22 mt 6,6 5,3 43,56 28,9 34,98 23 nf 7,3 6 53,29 36 43,8 24 oj 4 6,6 16 43,56 26,4 25 pr 6,6 5,3 43,56 28,9 34,98 26 sb 4 4,6 16 21,16 18,4 27 sh 5,3 6,6 28,09 43,56 34,98 28 si 4,6 5.3 21,16 28,9 24,38 29 ya 7,3 8 53,29 64 58,4 30 ym 6,6 6 43,56 36 39,6 jumlah 175,6 170,9 1060,46 1028,18 1002,89 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 127 explanation x = variable of individual score in vocabulary y = variable of individual score in reading comprehension 𝑋2= the square of the individual score of vocabulary 𝑌2 = the square of the individual score of reading comprehension the computation of he mean score can be processed by applying the formula. the process is shown below: a. vocabulary mastery in the table 1 above, it is identified that: x = 170,9 n = 30 the mean score of the vocabulary is mx = ∑𝑋 𝑁 = 175 ,6 30 = 5,85 b. reading comprehension the mean score of reading comprehension is: y = 175,6 n = 30 my = ∑𝑌 𝑁 = 170,9 30 = 5,69 so, the mean score of both vocabulary mastery and reading comprehension have been obtained, the mean score of vocabulary (x) is 5.85 and the mean score of reading comprehension (y) is 5.69. the above figures of the mean are just simple figures. the most important thing of the figures symbolized as the student’s comprehension on the test and the accuracy of such technique applied. theoretical or vice versa it also implies that the students vocabulary mastery is higher better than their comprehension on reading, to moreover it can be said” almost the students mastery on vocabulary rather than reading comprehension 2. the computation of standard deviation. experts on language testing agree that standard deviation can be use to examine how well a number of score is very important since one purpose of testing is for sake of placement of the students (heaton, 1975-170). this means that the more powerfully of spread the number of score, and discriminate the students from the good, average, and poor categorization. concerning these phenomena, heaton (1975-170) further explains that the standard deviation is another way of showing the spread of the score. it measures describe the degree of the score and to gap between the highest and lower marks, without ignores the information provided by all the remaining scores. in another part of this writing, heaton (1975171) wrote that, it is also useful to provide information concerning characteristic of different groups. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 128 table 2. the deviation score of vocabulary and reading comprehension explanation: x = variable of individual score in vocabulary y = variable of individual score in reading comprehension no students ’initial x y 𝑿𝟏 𝒀𝟏 𝑿𝟐 𝒀𝟐 1 aa 4,6 7,3 -1,25 1,41 1,56 1,98 2 an 6 6 0,15 0,31 0,02 0,01 3 da 7,3 6 1,45 0,31 2,10 0,01 4 dik 7,3 3,3 1,45 -2,39 2,10 5,71 5 dr 7,3 8 1,45 2,31 2,10 5,33 6 ei 6 6,6 0,15 0,91 0,02 0,82 7 em 7.3 6 1,45 0,31 2,10 0,01 8 hae 4 6 -1,85 0,31 3,42 0,01 9 hh 6 4,6 0,15 -1,09 0,02 1,18 10 hs 4 8 -1,85 2,31 3,42 5,33 11 hs 4,6 6 -1,25 0,31 1,56 0,01 12 ii 5,3 2,6 -0,55 -3,09 0,30 9,54 13 iw 4,6 3,3 -1,25 -2,39 1,56 5,71 14 ju 6,6 6,3 0,75 0,61 0,56 0,37 15 ls 6 5,3 0,15 -0,39 0,02 0,15 16 mb 4,6 6 -1,25 0,31 1,56 0,01 17 md 6,6 6 0,75 0,31 0,56 0,01 18 mi 6 4 0.15 -1,69 0,02 2,85 19 mn 5,3 4,6 -0,55 -1,09 0,30 1,18 20 mp 6,6 5,3 0,75 -0,39 0,56 0,15 21 ms 7,3 6 1,45 0,31 2,10 0,01 22 mt 6,6 5,3 0,75 -0,39 0,56 0,15 23 nf 7,3 6 1,45 0,31 2,10 0,01 24 oj 4 6,6 -1,85 0,91 3,42 0,82 25 pr 6,6 5,3 0,75 -0,39 0,56 0,15 26 sb 4 4,6 -1,85 -1,09 3,42 1,18 27 sh 5,3 6,6 -0,55 0,91 0,30 0,82 28 si 4,6 5.3 -1,25 -0,39 1,56 0,15 29 ya 7,3 8 1,45 2,31 2,10 5,33 30 ym 6,6 6 0,15 0,31 0,02 0,01 jumlah 175,6 170,9 20 24,5 40 49 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 129 x1 = deviation score from the mean score of vocabulary y1 = deviation score from the mean score of reading comprehension x2 = the square of the deviation score of vocabulary y2 = the square of the deviation score of reading comprehension dealing with the profiency of testing techniques and based on what has been stated by heaton, the standard deviation of the two groups can be calculated by using the following formula, which runs: sd = ∑𝑑 𝑁 where: sd = the standard deviation d = the deviation score from the mean n = the number of sample ∑ = the sum of ……….. = the root of………. the table of computing the standard deviation of the two group can be seen at table 2.2 below. a. independence of variable vocabulary ∑ x2 = 40 n = 30 sd x = ∑ 𝑑 𝑁 = 40 30 = 1,3 = 1,14 b. dependence variable reading comprehension in the table 2 above, it is identified that is: ∑ y2 = 49 n = 30 the standard deviation of reading comprehension is: sd y = ∑ 𝑑 𝑁 = 49 30 = 1,63 = 1,27 c. identification of the significance of the correlate of the two means score the last step of computing of the statistic data is to find out the value of product moment. looking over the figures of mean score obtained through statistic computation, we might say that vocabulary seem to be at good level of mastery which affect the reading comprehension. therefore, based on the two variables above, we can take an adequate conclusion about the result of this research by using product moment formula as follow: 𝑿𝒀 = 𝐍 ∑𝐗𝐘 − ∑𝐗 ∑𝐘 𝐍 ∑𝐗𝟐 − (∑𝐗)𝟐 𝐍 ∑𝐘𝟐 – (∑𝐘)𝟐 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 130 = 𝟑𝟎.𝟏𝟎𝟎𝟐,𝟖𝟗– 𝟏𝟕𝟓,𝟔 𝟏𝟕𝟎,𝟗 (𝟑𝟎.𝟏𝟎𝟐𝟖,𝟏𝟖− 𝟏𝟕𝟓,𝟔)𝟐 (𝟑𝟎.𝟏𝟎𝟔𝟎,𝟒𝟖−(𝟏𝟕𝟎,𝟗)𝟐) = 𝟑𝟎𝟎𝟖𝟔,𝟕−𝟑𝟎𝟎𝟏𝟎,𝟎𝟒 (𝟑𝟎𝟖𝟒𝟓,𝟒−𝟑𝟎𝟖𝟑𝟓,𝟑𝟔 ) (𝟑𝟏𝟖𝟏𝟒,𝟒−𝟐𝟗𝟐𝟎𝟔,𝟖𝟏) = 𝟕𝟔,𝟔𝟔 𝟏𝟎,𝟎𝟒 (𝟐𝟔𝟎𝟕,𝟓𝟗) = 𝟕𝟔,𝟔𝟔 𝟐𝟔𝟏𝟖𝟎,𝟐𝟎𝟑𝟔 = 𝟕𝟔,𝟔𝟔 𝟏𝟔𝟏,𝟖𝟎𝟐𝟗𝟕𝟖 t = 0, 473 after calculating the data by using a product moment coefficient of correlation above, the writer find out the result referred by the value of “ttest that is 0. 473. now, this can be interpreted to find out if it is significant or not. before it is consulted to table of distribution, firstly, the writer determines the degree of freedom (df)that is x + y-2 = 58. if we checked up the t-table, it is not found out t-table for df(58). but, according to (arikunto, 1992) said that when we do not find an exact degree of freedom. it is permitted to take another nearest one. it also means that the degree of freedom for 58 can be replaced by 60. in the t-table value that t-table for 60 was 1. 671 and 2.390 for both confidence levels 95% and 99% (0.05 and 0.01). after the degree of freedom and level of significance have been pointed out, the coefficient (t-test) is directly checked on the t-table of t distribution. based on the table, the critical value of t-test on the level significance (0.05 and 0.01) is 1.671 and 2.390. so it is found that 0.473 is lower than 1.671 and 2.390. b. the factors that vocabulary mastery correlate towards reading comprehension base on the conclusion of the result, so the writer concluded the factors that the correlate between vocabulary mastery and reading comprehension, these are two factors: the first is before students able to understand reading comprehension they must know more about vocabulary so that, the more words they know the better quality to increase their skill on reading comprehension. the second factor, the teacher is expected to have a good technique in teaching reading and he also must able to translate the difficult words to the students, as the consequency , it will enrich the students vocabulary on reading text. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 131 conclusion the objective of this research was aimed to knowing how far the correlation between students vocabulary achievements and that reading comprehension. this research used the descriptive quantitative method at smpn 3 gunungsari in academic year 2010/2011. this formula rproduct moment applied to improve alternative hypothesis (ha) there is/ correlation between students’ vocabulary mastery and reading comprehension, and null hypothesis (ho) that is students’ vocabulary mastery does not have correlation toward reading comprehension. the result of data analysis using formula rproduct moment showed the value r-product moment was 0.473 and ttable was 1.671 confident level 95% or 0.05%. it is consulted with the t-table of the critic value of r-product moment so the index correlation is more than 1.671 or 2.390 mean while t-test was 0.473 < 1.671 and 2.390. so base on the data above alternative hypothesis (ha) is rejected and null hypothesis (ho) is accepted. base on the research was done by the writer, the researcher takes some conclusions of null hypothesis (ho) of this writer are as follows. 1. the students’ vocabulary mastery at the second year students of smpn 3 gunungsari in academic year 2011/2012 is good 2. the students’ ability in reading comprehension at the second year students of smpn 3 gunungsari in academic year 2011/ 2012 is poor 3. there is not any correlation between vocabulary mastery and reading comprehension at the second year students of smpn 3 gunungsari in academic year 2011/2012 it means that the students english vocabulary mastery do not influence toward the reading comprehension. suggestion after having the facts and finding through this investigation the writer wanted to convey several considerable suggestions as follows: 1. teacher should focus certain vocabulary mastery and reading comprehension together in session one. he also has to include the teaching vocabulary into other subject’s matters, such as structure, speaking, writing and etc. 2. teacher should explain the general reading techniques to the students before giving the real reading materials. 3. homework for both reading comprehension and vocabulary should be given regularly. 4. in reading comprehension english teacher should avoid the word per word translation 5. in selection reading materials, teacher should need to select the material to the student’s level of vocabulary, completely of grammar, and etc. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 132 references bums et. al. (1984). reading comprehension. new york: mace milan publishing, co.inc. bums, chambers and lorry. (1975). definition of reading. boston: massachusetts university press. finichioro, mary. (1983). english the second language from theory to practice. new york: regent publishing company. inc hornby, a.s. (1974). oxford advanced learner dictionary of current english (third edi). oxford university press. hornby, a.s. (1983). oxford advanced learner’s dictionary. london: oxford university. loan darris et. al. (1973). definition of reading. new york: regent publishing. nuttal. (1985). teaching reading skill in a foreign language. london: heine men education books. ltd. nuttal, christian. (1982). reading in today school. englewood cliffs canada mc graw hills. nuttal, christian. (1982). teaching reading skill in a foreign language. suffolk: the chausses press. papas, george, olson david. (1970). perspective: children language and language teaching language arts. february 227-229. river d. (1968). intensive reading. singapore: longman group. limited. stainshlaw. (1968). intensive reading approach. prentice hall, inc.eaglewood cliffs. tarigan, anderson. (1979). relationships of reading and vocabulary. new york: holt rinechalt inc. tarrigan, henry guntur. (1979). membaca sebagai suatu keterampilan berbahasa. bandung: penerbit angkasa. tarrigan, brughton. (1979). types of reading. penerbit. pt angkasa bandung, tarrigan, laud z. (1979). reading. new york: logman group limited. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 133 nunan, david. (1991). language teaching methodology: a text book for teacher, national center for english teaching and research. sydney: macquarie university morries.et al. (1966). the glollier international dictionary. new york: glollier inc. wiriyachitra. (1982). material comprehensive of vocabulary. new york: macmilan publishing, co. inc. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.94-98 doi:10.33394/jo-elt.v8i1.3573 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 94 the implementation of cooperative learning of two stay two stray type through students’ reading #1 vevy liansari, *2 ermawati zulikhatin nuroh, *3 evie destiana #1 english lecturer, faculty of psychology and education science, universitas muhammadiyah sidoarjo, indonesia *2 english lecturer, faculty of psychology and education science, universitas muhammadiyah sidoarjo, indonesia *3 art lecturer, faculty of psychology and education science, universitas muhammadiyah sidoarjo, indonesia corresponding author email: vevyliansari@umsida.ac.id a b s t r a c t s a r t i c l e i n f o this study aims to determine the effect of the cooperative learning model type two stay two stray on the reading skills of third-grade students at sd zainuddin, waru, sidoarjo. this study was conducted by using a quantitative approach of pre-experimental design research with a onegroup post-test-pre-test design. in this design, there is one group, namely the experiment class. the results of this study indicated that there is an effect of the cooperative learning model type two stay two stray on the reading skills of third-grade students at sd zainuddin, waru, sidoarjo. it is evident that the results of the data calculations that have been carried out obtained a significant value of .000 or (.000 < 0.05), or obtained t-count = 43.071 which was then compared with ttable = 1.745, with a significant level of 5% it is known that t-count is greater 43,071 of t-table = 1,745 (t-count > t-table ). thus, there is an effect of the cooperative learning model type two stay two stray on the reading skills of third-grade students at sd zainuddin, waru, sidoarjo. this is evident from the results of the calculation of the researcher's hypothesis test with the one-sample t-test. these results are known that ha is accepted and h0 is rejected with a significant value obtained .000 or (.000 < 0.05). article history: received: march, 2021 revised: may, 2021 published: june, 2021 2018nline 09 sep 2018 keywords: cooperative learning, two stay two stray, reading, how to cite: liansari, v., nuroh, e., & destiana, e. (2021). the implementation of cooperative learning of two stay two stray type through students’ reading. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 94-98. doi:https://doi.org/10.33394/jo-elt.v8i1.3573 introduction reading skills are language skills that must be mastered by students before mastering other skills. saddhono (2014: 6) explained that these skills are used by someone to communicate through spoken language or pronunciation to obtain messages or information about life. therefore, students must be taught these language skills simultaneously so that students can master and develop other skills in order to support the achievement of success in learning a language. in addition, nurgiyantoro (2014: 353) said that various efforts have been made by the teacher so that students in reading activities can understand learning and focus, mailto:vevyliansari@umsida.ac.id liansari the implementation of cooperative ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 95 as we know students prefer to study together with groups and ask friends rather than teachers. for this, the teacher will use a learning model. along with the times in the world of education, of course, innovative and creative learning models or methods will be created. one of the learning models used in this problem is the two stay two stray model. it is supported by lie (2002: 222) the two stay two stray learning model, which prioritizes providing information and seeking information. this learning model provides an opportunity for all groups to provide results and information to other groups. two students who “live” in the group will provide results and information to other students as “guests”. in two stay two stray model as a group learning system with the aim that students can work together, be responsible, help each other solve problems, and encourage each other to achieve. the group members who visit will be tasked with recording the results of discussions with other groups they visit and giving the results of the discussions to their homegroup. the two stay two stray model is this model can be used in all subjects and for all age levels of students. huda (2013: 207) concludes that this model also trains students to socialize well learning model in which students will solve problems with their groups. the teacher will divide the group, each group will discuss the problem. after discussing two of the group members will visit another group or “the host” to seek information and note what they can relate to the problems given by the teacher. two people who live in the group will present the results of their discussion and exchange information with the two visiting students from other groups. moreover, aqib (2013: 35) added that it can help students who are less able to socialize, with this model students will begin to get used to learning with groups. this model can be used in all subjects and levels in helping students to work together between groups, by providing motivation and solving problems by finding solutions together with satisfactory results. research method in this study, the researcher used a quantitative study with an experimental approach method, namely a study used to seek treatment of others to find out the controlled situation (sugiyono, 2017). it was to test the cooperative learning model type two stay two stray on reading skills material in third-grade of sd zainuddin, waru, sidoarjo. thus, this study uses pre-experimental designs (non-designs) using one-group pre-test post-test design). research design this study was to test the cooperative learning model type two stay two stray on reading skills material for elementary students. this study uses pre-experimental design (non-designs) by using one-group pre-test post-test design. population and sample the population is a generalization area consisting of objects or subjects that have certain qualities and characteristics that are determined by the researcher to study and then draw conclusions. so, the population in this study was sd zainudddin, waru, sidoarjo. the sampling technique is a sampling technique. the research sample is part of the number of characteristics possessed by the population (sugiyono, 2015). the sampling technique used in this study is non-probability sampling, which is a sampling technique that does not provide equal opportunities or opportunities for each element or member of the population to be selected as a sample. the sampling technique used is saturated sampling, liansari the implementation of cooperative ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 96 this sampling technique when all members of the population are used as samples. so, the sample in this research were students in third-grade elementary school students. instruments a research instrument is a tool used to measure specifically the phenomena that occur, both natural and social (riduwan, 2013). the instrument used in this study was a test instrument. the test question sheet is the main instrument in this study. it is used to measure students' reading skills using the two stay two stray type of cooperative learning model. the following is the content of the test in the form of descriptive questions that refer to indicators of reading skills and are adjusted to competencies and subject matter in accordance with the applicable curriculum. to make it easier for researchers to conduct research, the researchers arranged questions using a grid of question indicators and guidelines or scoring in providing an assessment of student answers. to compare the results of the tests before (pretest) and after (post-test) that have been given treatment by providing a cooperative learning model type two stay two stray. the researcher provided a pre-test and post-test using the instruments to be compiled. data analysis data analysis in this research was to use a one-sample t-test to determine the effect of the cooperative learning model type two stay two stray on students’ reading skills. however, before testing the one-sample t-test, the researcher first carried out a normality test. the normality test was used to determine the results of the pre-test and post-test data values carried out by researchers to determine whether they were normally distributed or not. the researcher used a normality test to conduct the data (riduwan, 2015). it has been concluded that the results of the normality test of the data above indicate that the value of the one-sample kolmogorov-smirnov test statistic is 0.111 and asymp. sig is not significant at 0.200 or (0.200 > 0.05), so it can be concluded that the data is normally distributed. after doing the normality test and it is known that the concept of understanding the concept of data is normally distributed. researchers conducted a hypothesis test that aims to answer the formulation of the problem, namely is there any effect of the type two stay two stray cooperative learning model on the reading skills of third-grade students at sd zainuddin, waru, sidoarjo. this study uses a significant level of 5%. research findings and discussion research findings based on the results of the research above, the results of testing the validity of the test show that in the column r table, all test items show the correlation value of the test question items more than (0.444 or n = 20), 12 items are valid while 3 test questions invalid. so it can be said that of the 15 test questions from (r-count > r-table) it is said to be valid, otherwise, it is not valid if (r-count < r-table). for empirical validity, it is known that the results are valid in the high category so that all test questions can be used in real research. then, based on the results of the reliability test conducted using the spss version 24 program, the results of cronbach alpha are in the 0.60-0.80 category with the results of 0.696 being said to be in the high category, where each item is said to be reliable or trustworthy as a data collection tool in research. the results of the pre-test scores carried out by research on third-grade students of sd zainuddin, waru, sidoarjo obtained the highest score of 78 and the lowest score of 65 to obtain an average score of 71.33. however, after being treated using liansari the implementation of cooperative ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 97 a two-stay two-stray cooperative learning model, this study experienced an increase in the score, which can be seen from the results of the post-test students with the highest score of 93 and the lowest score of 77 so that the average value of 83.61 can be seen. the results of the pre-test with a mean of 71.33 and the post-test results with a mean of 83.61 obtained an increase of 12.28. the results of the data normality test using the help of spss version 24 obtained a kolmogorov-smirnov significant value of 0.200, indicating that the data is distributed normally because it has a significant value of more than 0.05. then for hypothesis testing using a one-sample t-test, it shows that there is a significant effect of the two stay two stray types of cooperative learning model on the reading skills of third-grade students at sd zainuddin, waru, sidoarjo with a value of 0.000 (0.000 < 0.05), or obtained from the result of t-count is 43.071 and t-table is 1.745. because t-table < t-count (1.745 < 43.071), it can be concluded that h0 is rejected and ha is accepted. discussion based on the results of the study, two stay two stray type of cooperative learning model invites students to study with other students in a state of cooperation and have many opportunities to exchange information and improve understanding of the material in the learning. students are divided into tasks to share the results of their discussions with other groups, there are students who are tasked with receiving the results of discussions from other groups. in each group, students have their own duties and students have their respective responsibilities in carrying out their duties. thus, that the atmosphere in learning takes place with mutual trust, open interaction, and provides opportunities for each student to express their opinions both from their group and to other groups. in addition, learning using the two stay two stray type of cooperative learning model takes a long time and researchers tend to have difficulties in classroom management. therefore, to do learning using the cooperative learning model type two stay two stray requires long preparation. so that further researchers must prepare carefully both class management and materials, personnel, and funds. the last one is the learning tools in further research, which is to pay more attention to the syntax of the learning model in the lesson plans and to study all the learning tools first so that their mastery is more mature. conclusion based on research processes and data analysis, it concluded that the alternative hypothesis (ha) which states that the learning model of two stay two stray through reading in third-grade elementary school students, is rejected. while the null hypothesis (ho) states that the learning model of two stay two stray through reading in third-grade elementary school students, is accepted. the results showed that there was no effect of giving a learning model of two stay two stray through reading in third-grade elementary school students, but the data showed that there was an increase in scores in the experimental group although not significant. in addition, it was found that there were significant differences between the control group and the experimental group, so it was necessary to conduct further research on this topic. references aqib, z. (2013). model-model, media, dan strategi pembelajaran kontekstual (inovatif). yogyakarta: yrama widya. liansari the implementation of cooperative ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 98 huda, m. (2013). model-model pengajaran dan pembelajaran. yogyakarta: pustaka pelajar. lie, a. (2002). cooperative learning: mempraktikkan cooperative learning di ruangruang kelas. yogyakarta: pt grasindo. nurgiyantoro, b. (2014). penilaian pembelajaran berbahasa berbasis kompetensi. yogyakarta : bpfe-yogyakarta. riduwan. (2013). dasar-dasar statistika. bandung: alfabeta. riduwan. (2015). belajar mudah penelitian untuk guru-karyawan dan peneliti pemula. bandung : alfabeta. saddhono, k,. & dkk. (2014). pembelajaran keterampilan berbahasa indonesia. yogyakarta: graha ilmu. sugiyono. (2015). statistika untuk penelitian. bandung : alfabeta. sugiyono. (2017). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.112-118 doi:10.33394/jo-elt.v7i2.2965 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 112 the use of english pop song to enhance students’ listening ability #1 sri ariani, *2 khairi iswandi #1 english teacher, faculty of culture, management and business (fbmb), undikma, indonesia *2 student, faculty of culture, management and business (fbmb), undikma, indonesia corresponding author email: sri_ariani@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o this research aims to find out the use of english pop song to enhance students’ listening ability in the first grade of sman 10 mataram in 2020/2021. the research method of this research used classroom action research. the data in this research was taken based on the listening test. the subject of this research was first-grade students ips 1 of sman 10 mataram, which consisted of 25 students. this research was conducted in one cycle. the instruments of this research were taken by test and observation sheet. the main score of students listening ability of pre-test was 45 with a percentage (12%) and the main score of post-test was 76 with a percentage (84%). the researchers concluded that the score of the students’ listening was higher than the minimum complete criteria success (kkm). so it meant that the use of english pop song was significant to enhance students’ listening ability. article history: received: october, 2020 revised: november, 2020 published: december, 2020 8 keywords: english pop song, listening ability, how to cite: ariani, s., & iswandi, k. (2020). the use of english pop song to enhance students’ listening ability. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 112-118. doi:https://doi.org/10.33394/jo-elt.v7i2.2965 introduction listening is the ability to identify what the people saying (rost, 2013). therefore, listening was very important to learning english exactly in learning english foreign language using media such as pop song. this study is based on the phenomenon of students' ability in listening which is found still at a low level and needs to improve. the students need to learn english in such a happy and fun way to motivate them in learning english. when the researchers interviewed english teachers, it appears that the method or media used by english teachers is quite good, however, the students still feeling bored and not happy. utilizing pop songs in a lesson environment attracts attention. so, the researchers are interested to apply media to support the teaching-learning process. this study was aimed to find out whether or not the use of songs significantly improves students’ listening skill. nihei (2002: 2) said listening is an important skill for the person who is learning english because in verbal communication we cannot communicate with each other without listening to the speaker’s utterances and understanding them. in learning english we have to often listen to people who speak english, like a reason for the conversation, watch the movie and listen to music. richard (2003: 5) said that music is a performative art. it stresses movement through time and engages our suggestive sense of its passing. music has a tendency; it normally invokes goals of various sorts, both near and far. music has closure, a sensation not just of ending, but of expecting no more. music also has an accent. it is a mailto:sri_ariani@ikipmataram.ac.id ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 113 dynamic process of stresses and nuance that often varies in dimension from one performance to the next. byrne (1986: 57) suggested many goals and purpose of listening comprehension program, firstly: to use a wide variety of samples to give the learns the experience of listening by exposing learns to deference type of language, for example, formal and informal, different text types, for example, compensational or narrate. the teacher should motivate learners by pleasure, inters, and growing competence at being able to understand the spoken text without going back to written forms. secondly, trying learners to listen for specific information of the main ideas or for reacting to specific instruction by doing anything. learners, in this situation, maybe motivated by using tasks that are interesting to their right and which will focus on the learners ‘attention on the material in an appropriate way. then, by listening, learners should be provided with a stimulus for other activities such as discussion, reading, and writing. lastly, giving learners opportunities to interact while listening by using different discussions, activities, and games inside the classroom. to run out the previous goals, many activities can be considered, firstly: using stories, anecdotes, jokes, talks, commentaries are used with one speaker. byrne maintained that’ if a teacher is stalling a story or giving a talk to the class, he should try to be asking spontaneous as possible’’. secondly: using conversation, discussion, and plays which are used with more than one speaker. in this site, learners should be given the background of the situations, for example: about the speakers. thirdly: using a song either traditional of pop, this will be very interesting to learners by which learners can be asked to feel is missing words, phrases, or sentence. finally: vicious and films can be used and it has a lot of advantages because learners can see what is happened as well as listen. according to brown (2003: 7) teaching is showing or helping someone or groups to learn how to do something, giving instruction guiding the study something, providing with knowledge, causing them to know or understand and learning is acquiring or getting knowledge of a subject or skill by study, experience, or instruction. in addition, in learning the english language, listening is important for communications because listeners can get good information through good listening. zogota (2011: 40) said there are some processes of teaching listening with a song that is: prelistening information: many popular songs are sung in such a way that the word is difficult to catch but it is often just a kind of music that students most want to listen, especially at the secondary school level. rather than only using slow and easy to understand music in the classroom, this technique makes it possible to play music with difficulty to catch lyrics. preparation: obtain the full lyrics of the song and prepare them to be handed out. then make small talk about the singer. according to fang (2008), in the listening process, there is three-step, they are: firstly: listen to the song with no text or preparation teacher ask the students what words they could catch, then ask them to write down the words and phrases that students hear and share them with the class. secondly: the teacher plays the song but this time a read the line before playing the song or go over vocabulary. it means read line and plays a line. students will not understand all the vocabulary nor they retain much in long-term memory, but they will understand and recognize that what the teachers are saying is indeed what is being sung. thirdly: pass out the full text and the teacher ask the students to listen again while they are looking at the lyric. in these 3 steps, the teacher should have taken the students to full understanding. after listening: discuss vocabulary idioms, grammar, abbreviations, and the performance by the singer. ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 114 research method the researchers found the students’ lack in listening skill, especially they were lack and understanding the sound and vocabulary; to solve this problem the researchers used classroom action research (car). action research is classroom-based research conducted by a teacher in order in order to reflect upon and evolve their teaching. it is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom. research design the researchers analyzed the data descriptively. it referred to the cycles of classroom research taken from kermis, mc taggart & nixon (2014). in this study, the procedure of action research was on how the process of the researchers in conducting this research started from the research preparation up to the end of this research. to arrange this research the researchers applied four steps such as planning, acting, observing, and reflecting. subject the subject of this research was the students’ class of x ips 1 at sman 10 mataram at the first-grade students with a total of 25 students. instruments the researchers used instruments to measure the student’s development during conducting this research. to collect data, the researchers came to the class as a teacher who gave a listening test which consisted of 20 questions, in form of filling the blank. english pop songs were played several times in front of the class, and the researchers gave a question and asked the students to fill in the missing song lyrics. in addition, an observation sheet and note tail used in this research. in this type of instrument, the researchers had the observation sheet to write and investigated the teachers’ and the students’ activities during the learning process. on this occasion, the researchers would not have a position as a teacher but as the observer. so that the researchers focused on how the teacher participates in the students and how respond or even the attitude of the students during the learning process. note tail is an instrument to record all events that happen in connection with the action of the teachers or the researchers. it is also useful for knowing the student’s progress in the learning process. data analysis the pre-test is the first step in collecting the data. the researchers came to the class played the audio song lyric and asked students to sing together, and the researchers gave the students a set of tests to the students to find out the level of student’s knowledge dealing with material delivered. pre-test activities conducted before teaching it is given in order words, a pre-test used to find out the ability of students about the lesson delivered. the post-test is the last step of collecting data. this step is conducted after giving the treatment to both of group the same test-the result of the post-test is compared to the result of the pre-test that has been done so that the researchers can measure the students’ listening ability and how was the method english pop song can be useful in enhancing students’ listening ability in english. also, this revealed what part of teaching material is still not comprehended by the majority of students. this research applied the methods to analyze the data quantitative and qualitative data. the qualitative analysis is to know the phenomena that happened during the classroom action by applying english pop song technique through test and observation sheet which already explained, meanwhile, the data from the test (quantitative analysis) are investigated through counting the total average of each cycle and discovering the differences between each cycle. ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 115 research findings and discussion research findings this research was conducted in one cycle and there were eight meeting times to conduct the data of this research. students’ scores of pre-test can be seen in table 1. table 1 students score of pre-test no name score of pre-test 1 abs 43 2 ua 40 3 asf 50 4 rah 57 5 a 33 6 ab 63 7 im 27 8 dw 63 9 da 60 10 epa 33 11 fr 33 12 f 37 13 fh 67 14 rs 67 15 am 67 16 ikd 47 17 la 43 18 s 37 19 la 43 20 mrb 27 21 am 37 22 mrb 37 23 mrpi 27 24 r 37 25 mre 60 total 1135 based on the result of the pre-test means a score of students were 45 and the result of the pre-test students means score still has under the minimum of mastering criterion. the lowest score was 27 and the hights score was 67 and the students' score percentage was 12 % from the result of the pre-test, it revealed that the students in learning listening ability still low. ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 116 students' scores of the post-test can be seen in table 2. table 2 students score of post-test no name score of post-test 1 abs 70 2 ua 63 3 asf 83 4 rah 93 5 a 60 6 ab 90 7 im 70 8 dw 70 9 da 80 10 epa 73 11 fr 73 12 f 73 13 fh 70 14 rs 70 15 am 80 16 ikd 83 17 la 90 18 s 83 19 la 83 20 mrb 83 21 am 83 22 mrb 93 23 mrpi 70 24 r 63 25 mre 63 total 1912 based on the second-test result, the researcher concluded that the students’ score improved at 76 in which there was a percentage at 84%. the students improved their listening skill with the fact that there were 21 students got the score above the mcc/kkm and 4 students under the kkm with the lower score was 60 and the higher score was 90. the researchers concluded that starting from the research finding, the researcher conducted one cycle only because there was students’ listening ability. in preliminary of the study, the researchers conducted the observation to know the condition of the students themself, whether the condition is chanced or still like the first observation conducted by the researchers. then the researchers conducted the first-test at the first meeting, treatment at the second up to the fourth meetings, and the last meeting or the fifth meeting the researchers conducted the second-test. the students’ listening achievement was improved because of the treatment using english pop song. the mean score of students’ first-test was 45 and the percentage was 12% above the kkm. there were 3 students who got a higher score and the 22 students got under the kkm while the lower score was 33, the higher score was 67. meanwhile, the result of students’ post-test started from the mean score was 76 and the percentage was 84%. there were 21 students who got a score above the kkm, and 4 students got under the kkm. discussion the students were lack of vocabulary so that most of them have difficulties to understand the song lyrics (edgar, 2010). this meant that the students have a problem with ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 117 factual or literal comprehension that means they cannot identify what will said or what facts were stated, the other type is with interpretation, for example, categorizing new in formations. students' competence in listening skill is very low. it is shown from the students pre-test mean score was 45 and the result of the pre-test means score was under the minimum of mastering criterion. the lowest score was 27 and the hights score was 67 and the students' score percentage was 12 % from the result of the pre-test, it revealed that the students in learning listening ability still low. the treatment gave some benefits to the students to improve their competence in listening practice. they did better than before giving the treatment. the students gave full attention and concentration to the english pop song. this can make the students became activated in doing listening to exercise in the classroom. supported by the proper audio and sound system presented different kinds of learning but fun. based on the second-test result, it revealed that the students’ score improved at 76 with a percentage 84%. the students improved their listening skill with the fact that there were 21 students got the score above the mcc/kkm and 4 students under the kkm with the lower score was 60 and the higher score was 90. to find out whether there any improvement of the students listening ability, the researcher conducted the research in one cycle because it was found any improvements of students listening ability. in the preliminary of the study, the researchers conducted the observation. then the researchers conducted the first-test at the first meeting, treatment at the second up to the fourth meetings, and the last meeting or the fifth meeting the researchers conducted the second-test. the students’ listening was improved because of the treatment using english pop song. the researchers able to know the students’ development from the students’ activities during the learning process, exercise, and the condition in every meeting was different, which the students enjoyed and should be focus to the teacher because the teacher gave a question and asked them to describe something. in the teaching process also the teacher could give an easy explanation so the students could catch the lesson easily. in this cycle, the researchers conducted classroom action research models that include planning, acting, observing, and reflecting. and the result of students’ second-test was higher than the result of students’ firsttest. the mean score of students’ first-test was 45 and the percentage was 12% who got above the kkm. there were 3 students who got a higher score and the 22 students got under the kkm and the lower score was 33, the higher score was 67. meanwhile, the result of students’ post-test started from the mean score was 76 and the percentage was 84% which there were 21 students got the score above the kkm, and 4 students got under the kkm. it means that the english pop song improved the students listening ability because there was a significant improvement of students listening skill. besides the english pop song made the learning process more interesting for the students. the use of english pop song able to enhance students’ listening ability. it is supported by the result in every meeting which shown improvement, it is also supported by the result of mean in the post-test which was 76 and the percentage was 84%. it meant that using english pop song is significant to enhance students’ listening ability. conclusion the use of pop song needs to apply in the classroom as much as possible. utilizing the technology for language teaching is of great importance, and the tendency to integrate technology with lesson content grows each day. accordingly, utilizing songs through technology in a lesson environment attracts attention. there are positive and negative views ariani the use of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 118 on the utilization of songs in foreign language teaching. using songs in the learning process especially in the listening lesson it makes a pleasant atmosphere in the class and makes the teachers explain the topic or the material easily. the students also can improve their listening skill as one of their meaningful strategies to overcome their problem in listening skill. english song can make the students become active in the class, they are interesting, and so they can do a listening task well. however, utilizing songs in the listening process has the challenges, such as; pop songs are not scientific, inefficient sound systems in schools may cause problems while listening to songs, the types of music favored by students may not be matching with each other, etc. finally, we should bear in mind that every day our profession is more demanding and we have to be ready to face the challenges that come up, finding solutions or different alternatives. references brown, h. (2003). language assessment principle and classroom practicesnew york: person education. byrne, b. (1986) self-concept/academic achievement relations: an investigation of dimensionality, stability, and causality. canadian journal of behavioural science, 18, 173-186. https://doi.org/10.1037/h0079982. fang, x. (2008). listening comprehension in efl teaching. retrieved october, 6, 2019 from www.linguist.org.com/doc/uc20080105,pdf. kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner: doing critical participatory action research. singapore: springer. http://dx.doi.org/10.1007/978-981-4560-67-2. nihei, k. (2002). how to teach listening. japan: edrs. reina, a., & edgar, a. (2010). the use of songs as a tool to work on listening and culture in efl classes. cuadernos de lingüística hispánica, (15),121-138. https://www.redalyc.org/articulo.oa?id=3222/322227521008. richard, f. (2003). understanding the fundamentals of classical music. united kingdom. rost, m. (2013). listening in language learning.new york: longman. zogota, n. (2011). using song, music and lyrics in english teaching. regovka: nautreni secondary school. https://doi.org/10.1037/h0079982 http://www.linguist.org.com/doc/uc20080105,pdf http://dx.doi.org/10.1007/978-981-4560-67-2 https://www.redalyc.org/articulo.oa?id=3222/322227521008 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.105-111 doi:10.33394/jo-elt.v7i2.3180 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 105 instagram as medium of promoting english speaking skill: english edupreneurship #1 pramudana ihsan, *2 eryna rista aulia #1 english education lecturer, faculty of teacher training and education, universitas muhammadiyah surabaya, indonesia *2 english education student, faculty of teacher training and education, universitas muhammadiyah surabaya, indonesia corresponding author email: pramudanaihsan@fkip.um-surabaya.ac.id a b s t r a c t s a r t i c l e i n f o public speaking has become an integral part of many professions and is at the center of career development opportunities. therefore, the change in the education system from offline to online has led to new ideas in the implementation of public speaking learning, namely by using instagram as a learning medium for collecting assignments intended to introduce or sell english language skills which are usually called edupreneurship. that way, it is hoped that not only carry out learning and collect assignments but also something is obtained. however, learning still prioritizes output. therefore, in this study, we refer to the personal branding theory. the purpose of this study is to determine how effective the use of instagram is as a medium to promote english speaking skills, to find out the followers' responses regarding the skills possessed by english students, and also what was gained from promoting english speaking skills. the subjects in this study were students in the 5 th semester. the number of respondents was 25 students. this research was conducted using data collection methods through google forms. the results showed that instagram provided effects and benefits to students, most of them stated that: (1) students felt more confident in speaking english, (2) students felt an improvement in their abilities, (3) students felt more enthusiastic about positive comments and motivated by negative comments, (4) students feel that instagram is the right medium for promoting english speaking skills, (5) students get input in the form of work. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: public speaking, instagram, how to cite: ihsan, p., & aulia, e. (2020). instagram as medium of promoting english speaking skill: english edupreneurship. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 105-111. doi:https://doi.org/10.33394/jo-elt.v7i2.3180 introduction public speaking is the process of communicating information to an audience, usually done in front of a large audience such as in schools. in public speaking, the information is purposeful and intended to inform, influence, or entertain a group of listeners. this is usually done face-to-face, as well as lectures in public speaking courses at the university of muhammadiyah surabaya which were initially conducted face-to-face and since the covid19 pandemic attacked indonesia everything has changed, as well as the education system in indonesia which was originally offline to online. this is certainly a big challenge for a number of educators to come up with ideas for creativity in online learning, which were initially debated about its effectiveness. however, with the adjustment and development of mailto:pramudanaihsan@fkip.um-surabaya.ac.id ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 106 learning carried out by a number of educators, online learning becomes more fun and not monotonous like offline classes. it is different with the public speaking course, the university of muhammadiyah surabaya's english education study program which uses instagram as a learning medium and promoting english speaking skills. promoting english speaking skills is a learning model that is expected to show students' english proficiency to everyone that was previously known only to himself, his lecturers and classmates. in addition, this learning model is intended to find out how the responses or comments given by the closest person, be it family, friends, neighbors, or followers are related to the english language skills possessed by english students. to maximize the promotion of english language skills, we use the instagram platform as a medium. because according to (listiani, 2016) instagram and its supporting features can be used as media in related activities in the learning process. instagram is a free photo and video sharing app available on iphone and android. users can upload photos or videos and share them with their followers or with a group of friends. users can also view, comment on, and like posts shared by their friends on instagram. in this case, social media can be an alternative media for learning in the midst of the covid -19 pandemic. in academia, social networking sites (sns) are considered very useful in language learning. moreover, the popularity of social media is great and has an impact on students, because the intensity of students spending time on social media tends to be more. therefore, this is a consideration to make instagram a medium of learning in public speaking courses. thus, teachers or educators can actively use instagram to stay connected with students (zhang, 2013). the fundamental reason for using instagram as a learning medium is that apart from the widespread use of social media, especially instagram in various circles, there are also other factors such as wanting to show the ability of english education students to their closest people and followers or maybe it can also bring job opportunities. even so, output remains a top priority. in addition, there are other considerations in the use of instagram as a learning medium, namely instagram can give students the authority to create their own digital content and publish it online through instagram tv, for example, besides that it can stimulate student activeness, creativity, and self-confidence. instagram allows for collaboration between students and educators on certain projects or tasks for learning purposes (bexheti, 2014). students are ready for technological changes in learning (manca & ranieri, 2013) especially during the current pandemic, where all education actors are forced to be ready to deal with technology. therefore, choosing the right platform can be a benchmark for the success of a learning activity. currently, the most popular sns platforms are youtube and instagram. especially in its use as a learning medium, this platform can have a positive impact, especially on language learning. in language learning, besides focusing on improving students' speaking skills, it turns out that there are things that can be used from this. by using the instagram platform as a medium, it is not only a matter of assignment and capacity building, but we can also sell english language skills through a model of promoting english speaking skills or what we are familiar with as "edupreneurship", it is about essentially taking what you have in your head your knowledge, your skills, your expertise, your experiences and turning it into a profitable learning product or program. doing so increases your exposure, lead generation, sales, and authority positioning within your marketplace. in this study, we directed edupreneurship activities by using a model of promoting english speaking skills through the instagram platform to bring out english language skills, with assignments in the form of videos which were then published through the instagram tv (ig tv) feature, with the hope that some of the closest people such as family, friends, neighbors, and followers know the ability of english students that may not have been previously known. that way, allowing for comments ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 107 or responses on this matter, so that there are job opportunities for english students from these learning models. therefore, we are referring to the personal branding theory. according to haroen (2014), personal branding is the process of shaping people's perceptions of aspects that a person has such as personality, abilities, or values and how they create positive perceptions from society that can be used as a marketing tool. this study aims to analyze the use of instagram as a learning medium or a medium for collecting assignments in the public speaking course, english education study program, muhammadiyah university of surabaya. in the end, this study aims to determine the impact or effect that arises from using instagram as a learning medium as well as collecting assignments specifically as a medium for promoting english speaking skills. especially to find out the responses or comments from the closest people and followers to the skills possessed by english students or maybe there is input obtained from the assignment such as bringing in a job. research method this research was conducted by looking at the phenomenon of online learning during the covid-19 pandemic, apart from the use of several media to support the learning process. the author sees an opportunity to not only do that, but also benefit both psychologically and financially with a model that promotes english speaking skills with instagram as the medium. therefore, the authors conducted research through online surveys using a google form. then the authors processed the data using analytical descriptive methods that are supported by the results of qualitative data processing. research design this study uses a descriptive qualitative method designed to find out how effective instagram is as a medium for promoting english speaking skills which is expected to lead to edupreneurship activities. regarding data collection in this study, the author conducted it online through the google forms platform. in this case, the author uses a qualitative design to obtain data and present the results of this study. population and sample or subject this research was conducted on 5th semester students of the english department muhammadiyah university of surabaya. this research was conducted on november 15, 2020. the subjects in this study were students who took public speaking courses, consisting of 25 people who were willing to be respondents from different classes of which 10 students from class a and 15 students from class b. this study only focuses on the output obtained by english students from promoting english speaking skills that allow edupreneurship activities. instruments in this study, the authors took several steps in data collection techniques. first, the author created a research instrument of 15 questions online through the google forms platform. second, the authors predict the findings of these 15 questions and determine the focus of the study. third, the authors share the google forms link with 25 respondents who are 5th semester students of english education. then the data from the results of the answers of the respondents, the author notes, reflects on the findings and focus of the research that the author had previously predicted. furthermore, the authors compile descriptive or narrative information related to the research focus, and proceed with drawing conclusions from the research results. ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 108 data analysis the data from the online survey results through the google forms are collected automatically. then, the authors classify and verify a number of data from the arguments of each respondent according to the research findings that have been designed by the previous author. after that, the authors take notes based on data that had been arranged logically and systematically. the data analysis technique used is not only descriptive qualitative, but also descriptive argumentative, because the results of this study are based on the respondents‟ arguments and perspectives. in this case, the author only gets data from the respondents‟ arguments through google forms. in data analysis, the authors combine the arguments of each respondent in each sub questions to find out how effective instagram is as a medium for promoting english speaking skills and the input that students get. finally, the authors draw conclusions. research findings and discussion research findings the results showed that instagram gave effects and benefits to students, most of them stated that: (1) students felt more confident in speaking english. that is why they prefer learning public speaking online compared to offline, about 80% of students prefer online classes and 20% of students like offline classes. figure 1. the number of students who choose offline and online classes they feel more confident because they are only dealing with gadgets and it makes them feel more comfortable. (2) students felt that there was an increase in their abilities during learning public speaking online, about 60% of students felt that there was an increase in themselve, while 40% of students felt that there was no significant increase in their abilities. figure 2. data of students who have increased abilities they feel that with video assignments will be easier to judge their appearance and correct any mistakes or flaws in the next project or content. (3) students feel more enthusiastic about positive comments and motivated by negative comments. based on the data, about 80% of students are more enthusiastic about speaking english when they get positive comments from friends, family, and followers. then, around 90% of students tend to feel more motivated to offline online yes no ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 109 prove their best abilities, and so far they feel that their best performance is on sales promoting product content. figure 3. accumulated best performance according to respondents (4) students felt that instagram was the right medium for promoting english speaking skills. all respondents thought that using instagram as a medium for promoting english speaking skills was a good idea, and they thought it would work, because now many people use instagram. in addition, they also feel that through promoting english speaking skills, finally many people know their abilities as english students, especially in speaking skills, so that there is a positive response from the closest people such as friends, family and followers who initially feel surprised by the abilities possessed by english students. finally, some people really believe that they are english students and provide support to continue to improve their abilities. (5) students get input in the form of work. in addition to the psychological effects felt by students from using instagram as a medium for promoting english speaking skills, it turned out that there were other benefits felt by most students. some of them feel that they have benefited financially from every video posting of a public speaking course assignment, because in addition to getting response and support from their closest people or followers, some of them have received job offers. most are requested as an endorsment. especially in a pandemic era like today, where buying and selling centers have switched to online sales. by looking at the english students' public speaking skills, finally some people made offers to help market their products. in addition, there are also those who get offers to teach private lessons, become birthday mc, and so on. discussion public speaking is one of the subjects that must be taken by all students of the english language education study program, muhammadiyah university of surabaya. this course has a weight of 2 credits with a total of 16 meetings online. the purpose of this course is to improve public speaking skills. the instagram platform was chosen as a learning medium as well as a medium for collecting assignments for this course, especially for semester 5 students. in this study, the authors wanted to know the effectiveness and input of using instagram as a medium for promoting english speaking skills, in which each student got an assignment. individuals to make videos acting out some professions related to public speaking and speaking english of course. then, it is published through a personal instagram account to be precise on the 0 25 50 75 100 mc story teller sales promotor public relation ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 110 instagram tv (ig tv) feature by including a predetermined hashtag and marking the lecturer instagram account of the course. there are 10 video content that must be published every week, starting from the master of ceremony (mc), story teller, sales promoting product, public relations officer, tv host, motivator, news anchor, interviewer, political campaigner, and tour guide. regarding video content, students cannot vote. they should try to do all of these professions. then for the assessment, apart from being obtained from the lecturer, students must also rate each other's video of their classmates through an assessment sheet that has been designed by the lecturer. in addition to receiving assessments from lecturers and classmates, this study focuses on the english promoting skill, in which it is hoped that there will be comments from followers or closest people regarding the abilities possessed by english students. so that it can bring in job offers from videos that have been published. so with this will make english edupreneurship, based on the theory of personal branding. it can be interpreted as a practice to promote oneself, career, and achievement as a brand. so it can be said that personal branding is a way of promoting yourself, in this case instagram as the medium. in previous research related to exploring students' learning strategies in speaking performance, it has been found that the strategies that are often used by english students are memory strategies, metacognitive strategies, social strategies, and so on. however, in this study we want to prove that there are other learning strategies that can be used, namely by utilizing the abilities possessed by english students. that way, we are more focused on selling the abilities of english students by promoting english speaking skills. conclusion based on the results of data analysis, it can be concluded that the use of instagram as a medium for promoting english speaking skills in the public speaking course is successful. because in accordance with what was expected beforehand. so it can be said that instagram is the right medium for promoting english speaking skills, because it has succeeded in making the closest people and followers know the abilities of english students. therefore, with this kind of learning model not only focuses on improving student abilities, but also there are inputs that can be taken by selling students' english skills, which indirectly has an edupreneurship process. this is evidenced by the job offers received by several students of the english language education study program, university of muhammadiyah surabaya. acknowledgement alhamdulillahi rabbil „alamin, the author would like to thank allah swt for his blessings and health favors for completing a paper entitled “instagram as a medium of promoting english speaking skill: english edupreneurship” in preparing this paper, many parties have provided motivation, advice, and support the author. in this valuable opportunity, the author intends to express gratitude and appreciation to all parties. first, the author‟s deepest appreciation goes to both people for their endless love, prayers, and support. finally, i would like to thank all those who have played an important role in the success of this paper which is still far from perfect, but it is hoped that it can be useful not only for researchers, but also for readers. for this reason, constructive criticism and suggestions are welcome. references bexheti. l. (2014, march 12). an analysis of social media usage in teaching and learning: the case of seeu. retrieved january, 18, 2020, from https://www.researchgate.net/profile/betim_cico2/publication/316911404_an_analysi s_of_social_media_usage_in_teaching_and_learning_the_case_of_seeu/links/591 https://www.researchgate.net/profile/betim_cico2/publication/316911404_an_analysis_of_social_media_usage_in_teaching_and_learning_the_case_of_seeu/links/59176795a6fdcc963e85624b/an-analysis-of-social-media-usage-in-teaching-and-learning-the-case-of-seeu.pdf https://www.researchgate.net/profile/betim_cico2/publication/316911404_an_analysis_of_social_media_usage_in_teaching_and_learning_the_case_of_seeu/links/59176795a6fdcc963e85624b/an-analysis-of-social-media-usage-in-teaching-and-learning-the-case-of-seeu.pdf ihsan instagram as medium of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 111 76795a6fdcc963e85624b/an-analysis-of-social-media-usage-in-teaching-andlearning-the-case-of-seeu.pdf bigbanktheories. 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(2013). mobile phone technology engagement in efl classroom. proceedings of the 2013 international conference on software engineering and computer science, 171-174. https://doi.org/10.2991/icsecs-13.2013.37. https://www.bigbanktheories.com/contoh-acknowledgement-skripsi-dalam-bahasa-inggris-terbaru/ https://www.bigbanktheories.com/contoh-acknowledgement-skripsi-dalam-bahasa-inggris-terbaru/ https://www.jagoanhosting.com/blog/membangun-personal-branding/ https://media.neliti.com/media/publications/326927-the-effectiveness-of-instagram-writing-c-774b7354.pdf https://media.neliti.com/media/publications/326927-the-effectiveness-of-instagram-writing-c-774b7354.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 https://sarahcordiner.com/what-is-edupreneurship-how-can-it-make-2/ https://sarahcordiner.com/what-is-edupreneurship-how-can-it-make-2/ https://study.com/academy/lesson/what-is-public-speaking-and-why-do-i-need-it.html https://study.com/academy/lesson/what-is-public-speaking-and-why-do-i-need-it.html https://doi.org/10.2991/icsecs-13.2013.37 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.1-8 doi:10.33394/jo-elt.v7i1.2638 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 1 quizizz website as an online assessment for english teaching and learning: students’ perspectives dinda firly amalia english education student, language and science faculty, university of wijaya kusuma surabaya, indonesia corresponding author email: dindafirlyamalia@gmail.com a b s t r a c t s a r t i c l e i n f o this paper aimed to investigate the students’ perspectives toward the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. the research design of this study was descriptive qualitative. the subjects of the study were 20 students of dynamic english course. the data was collected by asking the students to fill the questionnaire. the data analysis was implementing the likert scale. the result of the study showed positive perspectives of the students toward the use of quizizz. in conclusion, the students strongly agreed that quizizz has an attractive display which is interesting and fun, students can’t cheat during the test, quizizz creates a competitive atmosphere in the classroom, and quizizz is better than the offline traditional test. article history: received: may, 2020 revised: june, 2020 published: june, 20202018nline 09 sep 2018 keywords: quizizz, assessment, english teaching and learning, how to cite: amalia, d. (2020). quizizz website as an online assessment for english teaching and learning: students’ perspectives. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 1-8. doi:https://doi.org/10.33394/joelt.v7i1.2638 introduction nowadays, technology has experienced rapid development. fouts (2000) states that the world where we live has already been a technical world. most of the society aspects get influenced by the development of technology. it is obvious that all society’s segments have changed by the development of technology dramatically. it will be continued in the future which can not be ignored. fouts (2002) also states that schools have to be a part of the changes. research is supposed to proceed with the assumption that technology is and going to continue to be a growing element within the schools. as technology develops rapidly, there will create new technologies, new resources, and new strategies of learning. new trends are supposed to be followed by teachers. internet, mobile application, and technology platform need to be used in the classroom activities. there are many ways to stimulate students and teachers to find alternative motivations for teaching and learning using technology. many applications and technology platforms that teachers can use in the process of teaching and learning english. they can be used not only as media for teaching but also for assessing the students. barbosa (2005) states that in the process of teaching and learning english, assessment is one of the important keys to the learning experience which influences the way students approach their learning. assessment revises how and what students wish to study, as well as how much time they devote to different tasks and learning resources. it cannot be denied that students’ interaction with the assessment process has an impact on their future learning experience and the development of their learning approach. bury (2017) states that mailto:dindafirlyamalia@gmail.com amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 2 assessment plays a key role in improving and strengthening learner motivation. it allows learners to reflect on their learning, define misunderstanding, and assess their rate of progress. students devote their efforts towards any material or abilities they think will be assessed. jensen (2012) states that assessment is defined as an integral aspect of the pedagogical process of designing lessons, implementing, and evaluating their success. by assessing the students, teachers not only can get feedback from students about the way they teach, whether their teaching is effective or not but also can find out whether they successfully achieve both the purposes and the objectives which they set for lessons or not. assessment for learning is presented at all stages of the learning process. assessment for learning is generally known as a formative assessment or formative test. according to brookhart (2019), formative assessment or formative test is a process by which assessment information is not only used by teachers but also students. assessment encourages students to participate actively in the learning process. it also helps students become both self-regulated and confident learners. bullock (2012) states that teachers use the assessment information to adjust their strategies of teaching. students use the assessment information to adjust their strategies to learning. teachers can both motivate and encourage students to learn by emphasizing progress and achievement rather than the failure of the students which is obtained from the assessment information. in order to improve the dissemination, efficiency, and quality of education, barbosa (2005) states that many educational institutions nowadays have been collaborating information and communication technologies in the teaching and learning process, including the assessment process. there are various online assessment tools that teachers can use in english teaching and learning. they are kahoot, quipper, and quizizz. according to bury (2017), quizizz is considered as the most suitable online assessment tool in english teaching and learning. quizizz is an online assessment tool that can be downloaded and used free. this application can be used as formative assessment tools that can be created based on the curriculum. rahayu (2018) states that quizizz is a great online assessment tool that can help students to not only check their knowledge but also their progress in learning english. rahayu (2018) also states that by using quizizz, teachers not only can give tests but also can assign homework to the students as additional practice. the order of the question is put randomly for each student in the classroom. the type of the question in quizizz is mult iple choices which have at least two possible answers, and four as the most possible answer. a previous study which is related to this study conducted by bury (2017). the study is about, “testing goes mobile – web 2.0 formative assessment tools.” the purpose of bury’s study is not only to assess but also to investigate the pedagogical impact of kahoot! and quizizz which are known as web 2.0 assessment tools. bury compares the students’ responses to the use of non-gamified formative tests and the use of web-based assessment tools namely kahoot! and quizizz. there are many advantages of using quizizz in english teaching and learning. the use of quizizz can add motivation to classroom activities as well as spark students’ interest in the material being taught. the result of the previous study done by bury (2017) shows that the use of online assessment tools like quizizz motivates students and sparks the interest of the students in the material being taught. reid (2016) states that quizizz organizes the data of the game well. the way quizizz organizes and stores the data of the game is user friendly. it has a few options not only for students but also for the whole class. the data or reports can be checked through quizizz website then it can be downloaded as an excell spreadsheet which can be shared directly to the email of the students’ parents. amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 3 the researcher investigated dynamic english course students’ perspectives toward the use of quizizz as an online assessment tool for english teaching and learning because dynamic english course has given the formative test via quizizz to the students since june 2019. this paper aimed to investigate dynamic english course students’ perspectives toward the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. this study was expected to give other researchers and teacher contributions to encourage them in using quizizz as an online assessment for their class. research method this study was a qualitative survey research. the subjects of the study were 20 students of dynamic english course. the data was collected by asking the students to fill the questionnaire. the data analysis was implementing the likert scale. research design in january 2020, the researcher tried to investigate dynamic english course students’ perspectives toward the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one, therefore the qualitative survey research method was used. the researcher used this method because it helped the researcher to describe the data obtained from this research. subject the subjects in this study were 20 students of dynamic english course. in this research, the subjects were taken from a purposive sampling method. this method was chosen because the researcher would like to investigate the perceptions of both categories of students, the students with the above-average score, and the students with the below-average score. instruments the researchers collected the data of the students' perceptions of the use of quizizz as an online assessment tool for english teaching and learning from a questionnaire. the definition of questionnaire according to dornyei (2007) was a number of questions to find out information about personal statements. the questionnaire used in this study consists of ten questions to find out the students’ perception of the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. data analysis data were analyzed by implementing the likert scale. it was used to obtain data about students’ perceptions of the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. the researcher used likert scale requiring the students’ perceptions in the form of five statements; strongly agree (sa), agree (a), neutral (n), disagree (d), and strongly disagree (sd). the researchers carried out the following procedures in analyzing data from the likert scale before describing it in narrative form. at first, the researcher scored each item in the scale; 5 (sa), 4 (a), 3 (n), 2 (d), and 1 (sd). next, the researcher calculated the score range for each set of questionnaire as follows; maximum score = 20 x 5 = 100 x 10 = 1000, minimum score = 20 x 1 = 20 x 10 = 200 and score range (r) = 1000 200 = 800. then, the researcher determined the criteria of score interpretation of each questionnaire set. the total score interpretation can be seen on the table 1. amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 4 table 1 total score interpretation score interpretation 1000 – 801 strongly agree 800 – 601 agree 600 – 401 neutral 400 – 201 agree 200 strongly disagree finally, the researcher described the data in narrative form. the data were also presented on a table and a bar chart. research findings and discussion research findings based on the questionnaire result, it showed that the students' perceptions of the use of quizizz as an online assessment tool for english teaching and learning were positive. most of the students chose strongly agree, and none answered strongly disagree. the detail of the result can be seen from table 2. it shows the students' perceptions of the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. table 2 students' perceptions of the use of quizizz as an online assessment tool for englishteaching and learning no item sd d n a sa hs i 1 quizizz is interesting and fun 1 19 950 sa 2 quizizz has an attractive display 5 15 750 sa 3 quizizz has many challenging features 5 5 10 500 n 4 i enjoy doing the test using quizizz 1 16 3 640 a 5 quizizz feels like a game 4 13 3 520 n 6 quizizz doesn’t make me tense in doing the test 2 3 9 6 360 d 7 i can’t cheat during the test using quizizz 2 18 900 sa 8 quizizz creates a competitive atmosphere 20 1000 sa 9 i feel encouraged to be number one on the leaderboard 2 5 6 7 350 d 10 quizizz is better than the traditional test 3 17 850 sa score (s) 0 4 30 60 119 s x option value 0 8 90 240 595 total score 933 sa note: hs = highest score; i = interpretation from table 2, it can be seen that five of ten statements in the questionnaire were strongly agreed by most of the students. the five statements are quizizz is interesting and fun, quizizz has an attractive display, i can cheat during the test using quizizz, quizizz creates a competitive atmosphere, and quizizz is better than the traditional test. meanwhile, the other five statements were responded with agree, neutral, and disagree. most students agreed that they enjoy doing the test using quizizz. the statements which were responded with neutral by most of the students were quizizz feels like a game, and quizizz has many challenging features. most of the students disagreed with two statements from the amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 5 questionnaire, they were quizizz doesn’t make me tense in doing the test, and i feel encouraged to be number one on the leaderboard. the total score of the questionnaire result was 933 which was interpreted as strongly agree. the total score was obtained by multiplying the score with the option value, then sum it up. figure 1. the highest score of each statement in the questionnaire. the highest score is obtained by multiplying the highest number of the students’ responses with the option value. then, it is multiplied with ten. for example, the first statement in the questionnaire, quizizz is interesting and fun, was strongly agreed by nineteen students and agreed by one students. to know the highest score of the first statement in the questionnaire is as followed 19 x 5 = 95; 95 x 10 = 950. this score, 950, is interpreted as strongly agree according to the calculation of likert scale. from the highest score, it can be interpreted that four statements were strongly agreed by the students. the statements were quizizz creates a competitive atmosphere, i can’t cheat during the test using quizizz, quizizz is better than a traditional test, and quizizz has an attractive display. there was one statement which agreed by the students. the statement was i enjoy doing the test using quizizz. two statements were responded as neutral by most students. the first statement was quizizz feels like a game. the second statement was quizizz has some challenging features. meanwhile, most students disagreed with two statements in the questionnaire. the first statement was quizizz does not make me tense in doing the test. the second statement which was disagreed by most students was i feel encouraged to be number one on the leaderboard. discussion the dynamic english course students showed positive perspectives toward the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. it can be seen from the total score of the questionnaire result. the total score was 933 which was interpreted as strongly agree. this was the same as the previous study conducted by basuki (2019) that the students believe that the students made a positive perception of the effectiveness of online quizzes towards language skills and components. 0 100 200 300 400 500 600 700 800 900 1000 q u iz iz z i s in te re st in g a n d f u n q u iz iz z h a s a n a tt ra c ti v e … q u iz iz z h a s m a n y … i e n jo y d o in g t h e t e st u si n g … q u iz iz z f e e ls l ik e a g a m e q u iz iz z d o e sn ’t m a k e m e … i c a n ’t c h e a t d u ri n g t h e t e st … q u iz iz z c re a te s a … i fe e l e n c o u ra g e d t o b e … q u iz iz z i s b e tt e r th a n t h e … amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 6 a statement of the questionnaire which strongly agreed by all of the students was quizizz creates a competitive atmosphere. this was in line with the previous study conducted by bury (2017) that 79% of students agreed that it was fun to compete against other classmates using quizizz. basuki (2019) states that most students like the competitiveness in quizizz session. by doing a test through quizizz, students can see the result of their answers directly on the lcd projector. it may lead the students to be more competitive. most students were strongly agreed with three statements of the questionnaire. the first statement was i can’t cheat during the test using quizizz. this statement was strongly agreed by eighteen students while the two other students agreed. basuki (2019) states that students have no chance to cheat each other since the questions and answers are shuffled for each student, they keep focusing on doing their work. this was in line with the statement of barbosa (2005) that online assessment is applied is to minimize the academic dishonesty. the second statement which was strongly agreed by most students was quizizz is better than the traditional test. seventeen students strongly agreed with this statement and three students agreed with it. none of them disagreed nor strongly disagreed with the statement. this was in line with a previous study conducted by bury (2017) that 79% of students wished that the quizizz testing was used more frequently. bury (2017) also states that online tools like quizizz was considered as a better test than the traditional test because it provides students with interactive learning environments that appeal to various learning styles. the third statement which was strongly agreed was quizizz has an attractive display. quizizz’s display is colorful and interesting therefore fifteen students strongly agreed that quizizz has an attractive display while five students agreed with it. this was in line with a previous study conducted by basuki (2019) which shows that most students agreed that quizizz is exciting, interesting, motivating & fun. there was one statement which agreed by the students. the statement was i enjoy doing the test using quizizz. sixteen students agreed with this statement, three students strongly agreed and one student responded neutrally to this statement. none of the students disagreed nor strongly disagreed with the statement, it showed that the students enjoyed doing the test using quizizz. basuki (2019) states that quizizz makes students enjoy the test and eager to grasp the lessons. two statements were responded as neutral by most students. the first statement was quizizz feels like a game. this statement was agreed by thirteen students, strongly agreed by three students, and responded as neutral by four students. although most students strongly agreed that quizizz is interesting and fun, they did not consider that quizizz feels like a game. the second statement was quizizz has some challenging features. the highest score of this statement is 500 which is classified as neutral. a previous study conducted by basuki (2019) shows that most students also respond neutrally to the statement of quizizz has some special challenging features. meanwhile, most students disagreed with two statements in the questionnaire. the first statement was quizizz does not make me tense in doing the test. the highest score of this statement was 360 which is classified as disagree. although most students agreed that they enjoy doing the test using quizizz, it does not mean that they do not feel tense in doing the test. this was different from the study conducted by basuki (2019) that most students felt positive when playing quizizz. the second statement which was disagreed by most students was i feel encouraged to be number one on the leaderboard. most students strongly agreed that quizizz creates a competitive atmosphere but it does not mean that most of them want to be number one on the leaderboard. it can be seen from the highest score of the statement. the highest score of the statement was 350 which is classified as disagree. this was different from the study conducted by basuki (2019) that most students tend to be number one on the leaderboard. amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 7 conclusion in conclusion, the result of the study showed positive perspectives of the dynamic english course students toward the use of quizizz as an online assessment tool for english teaching and learning, especially on a formative one. the students strongly agreed that quizizz has an attractive display which is interesting and fun, students can’t cheat during the test, quizizz creates a competitive atmosphere in the classroom, and quizizz is better than the traditional formative test. furthermore, this study is expected to give other researchers and teacher contributions to encourage them in using quizizz as an online assessment tool for their class. acknowledgment i would like to express my deep gratitude to mrs. bekti wirawati, who was my research supervisor, for her patient guidance, enthusiastic encouragement, and useful critiques of this research work. her willingness to give her time so generously has been very much appreciated. references bal, s. (2018). using quizizz.com to enhance pre-intermediate students’ vocabulary knowledge. international journal of language academy. vol. 6. 295-303. http://dx.doi.org/10.18033/ijla.3953. barbosa, h., & garcia, f. (2005). importance of online assessment in the e-learning process. ithet 6th annual international conference. doi: 10.1109/ithet.2005.1560287. basuki, y., & hidayati, y. n. (2019). kahoot! or quizizz: the students’ perspectives. english language and literature international conference. doi: 10.4108/eai.27-42019.228533. bury, b. (2017). testing goes mobile – web 2.0 formative assessment tools. international conference ict for language learning. retrieved february 12, 2019, from https://conference.pixel-online.net/ict4ll/files/ict4ll/ed0010/fp/4060-etl2655-fpict4ll10.pdf. chaiyo, y., & nokham, r. (2017). the effect of kahoot, quizizz and google forms on the student’s perception in the classrooms response system. international conference on digital arts, media and technology (icdamt), 178–182. https://doi.org/10.1109/icdamt.2017.7904957. rahayu, i. s. d., & purnawan, p. (2018). the use of quizizz in improving students’ grammar understanding through self assessment. advance in social science education and humanities research. vol 254. retrieved march 5, 2019, from https://www.researchgate.net/publication/334422905_the_use_of_quizizz_in_improv ing_students'_grammar_understanding_through_self-assessment. sukawatie, l. (2018). using quipper school website as an online assessment for english teaching and learning. the 2nd english language and literature international conference. vol 2. retrieved march 5, 2019, from https://jurnal.unimus.ac.id/index.php/ellic/article/download/3453/3362. suo, y. m., & suo y. j., & zalika, a. (2018). implementing quizizz as game based learning in the arabic classroom. european journal of social science education and research, 12(1), 208-212. https://doi.org/10.26417/ejser.v12i1.p208-212. viray, j. (2016). quipper school and its effectiveness in the academic performance of grade 8 students in english. research gate. retrieved march 10, 2019, from https://www.researchgate.net/publication/317032467. http://dx.doi.org/10.18033/ijla.3953 https://conference.pixel-online.net/ict4ll/files/ict4ll/ed0010/fp/4060-etl2655-fp-ict4ll10.pdf https://conference.pixel-online.net/ict4ll/files/ict4ll/ed0010/fp/4060-etl2655-fp-ict4ll10.pdf https://doi.org/10.1109/icdamt.2017.7904957 https://www.researchgate.net/publication/334422905_the_use_of_quizizz_in_improving_students'_grammar_understanding_through_self-assessment https://www.researchgate.net/publication/334422905_the_use_of_quizizz_in_improving_students'_grammar_understanding_through_self-assessment https://jurnal.unimus.ac.id/index.php/ellic/article/download/3453/3362 https://doi.org/10.26417/ejser.v12i1.p208-212 https://www.researchgate.net/publication/317032467 amalia quizizz website as an ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 8 zhao, f. (2019). using quizizz to integrate fun multiplayer activity in the accounting classroom. international journal of higher education. vol 8. https://doi.org/10.5430/ijhe.v8n1p37. https://doi.org/10.5430/ijhe.v8n1p37 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.89-95 doi:10.33394/jo-elt.v7i2.3200 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 89 spelling bee game in students’ vocabulary achievement #1 siti syafi’atul qomariyah, * 2 baiq zuhrotun nafisah #1 english lecturer, fbmb, undikma, indonesia *2 english lecturer, fbmb, undikma, indonesia corresponding author email: sitisyafiatulqomariyah@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o finding the effect of spelling bee game in students’ vocabulary achievement is aimed in this research. quasi-experimental with nonequivalent control group design as the research design. the population of the study was the first-grade students of mts. darul qur’an consisted of two classes. the samples were 22 students of vii d class as the experimental group, and 22 students of vii c class as the control group so the total of the sample was 44 students. they were chosen by using the purposive sampling technique. the experimental group was treated by spelling bee game, and the control group was treated by crossword puzzle game that is usually used by the teacher. the instrument was a vocabulary test. then, spss was used to analyze the data. 67.8 was the mean score of post-test in the experimental group while 60.8 was the control group and the score of t-test was 2,359 was higher than the score of t-table was 2,021 at the level significance of 5%. it means that the spelling bee was the alternative game to teach vocabulary. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: spelling bee game, vocabulary achievement, how to cite: qomariyah, s., & nafisah, b. (2020). spelling bee game in students’ vocabulary achievement. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 89-95. doi:https://doi.org/10.33394/jo-elt.v7i2.3200 introduction lack of vocabulary, difficulty to spell, pronounce, and memorize the meaning of words were problems that were faced by students of mts. darul qur’an. the students often get different interpretations of the teacher’s elaboration. logically, without vocabulary, nothing can be conveyed. vocabulary takes a very important aspect when a new language is applied, especially if the learners want to be able to speak the language. thornbury (2002) stated that the main subject usually teaches at school is english, it is not easy to learn it because it has elements such as vocabulary. vocabulary is a basic one in language. why vocabulary is needed? because when learners could listen, write, speak, and read, shall have sufficient vocabulary. cameron (2001) said when people understand a word it means they can recognize and see it. so, in applying good sentences people should understand and know deeply the meaning of vocabulary. vocabulary achievement is not easy. when someone is a baby, this time is processing start. basically, their mother tongue is the first language. the simple word when they listen from someone utterance as the way they mastery vocabulary. there are two kinds of vocabulary dealing with hiebert & kamil (2005) namely; (a). receptive vocabulary; when listened to and read a set of words people could determine to mean individually. in using words, students feel difficult or lack known these words. students mailto:sitisyafiatulqomariyah@ikipmataram.ac.id qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 90 may determine the meaning of words individually, even they didn’t know the differences. especially, the individual words didn’t directly use. however, these words have been found individually, they admit them, even imperfectly beautiful. (b). productive vocabulary; when people applied words in writing and speaking individually is called productive vocabulary. it is familiar usually used. based on the explanation above, receptive vocabulary is the words that you can understand when you hear and read. productive vocabulary is the word that can be used to express yourself in speaking and writing. in the assessment of vocabulary, read (2000) stated as, in any test-design project, we first need to be clear about what the purpose of a lexical inferencing test is. the literature i have just reviewed indicates at least three possible purposes: research studies that focus on the process of inferencing normally require elaborated responses from the subjects, reflecting the thinking that they engage in as they try to hard work the meaning of the recognizing word. on the other hand, for practical assessment purposes, it may be necessary to use test items that can be given a score more easily. one obvious method is to have multiple-choice items in which the test-takers select the option that fits most closely their inference about what each word means. however, this and other types of the objective-test item may work against the spirit of what the learners are being asked to do when they make inferences, particularly if it implies that there is one wrong answer for each word. there is a case for encouraging the test-takers to construct a response that expresses what they have inferred about the target word. this in turn means that, especially with lower proficiency learners, they should have the opportunity to respond in their first language rather than through l2. thus, the convenience of scoring objective test items has to be balanced against the more time-consuming process of rating responses composed by the test-takers themselves. it can be argued that the latter approach would yield results that more validly reflect the quality of the learners’ inferences. this is a clear example of a decision about test design that has to be taken in light of the assessment purpose. in solving the problem above, spelling bee game is a strategy that will be applied. spelling bee is not only about how to think process but also how to memorize words or letter in kind of word. besides, it is a good alternative game to practice students in spelling skill. according to wright (2006) stated a contest in which people are eliminated when they failed to spell correctly is called spelling bee game. in spelling bee, it is not only about memorizing but also how to process in thinking words. there are many clues in answering word that is accepted by students namely: part of speech, how to pronounce, how to combine word become sentence, etc. there are four steps in implementing the spelling bee (kagan, 2009) as follows: (a). students seat face to face, (b). every student has gotten peace and board game, (c). students cannot cheat each other and another becomes the receiver, (d). one student becomes the sender and arranges the game. the partner becomes the receiver and only receives orally. to goal this game, students must speak fluently, grammatically correct, and good pronunciation. spelling bee game is practicing in several steps : (a) group a and b are chosen in this game, (b) teacher give many themes on paper to the students including usually around them, for example, “daily activity, family, etc”, it distributes, give time for students to remind those words. to avoid students will get the mistake of spelling words, the teacher practice spelling word first and students follow together later, (c) teacher should be ensuring that students are ready this game, then students stand up and make a line dealing with group agreement. group a is first and group b is second, score of 18 is gotten for students who stand up in line position and get the first chance to spell the word, her/his group will get a 100 score if spell correctly and get 0 incorrect. the next group will follow this way and each student turn to the backline if she/he has finished the spell, (d) the highest point is a winner. qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 91 many researchers have conducted such as first, mayasari et al (2019) in finding research the spelling bee gives positive effect in students’ learning vocabulary, it can be shown by the score of post-test highest. dealing with students' perception, this game can help the student in improving vocabulary mastery using icd-10, even this game is new for them. students also feel fun when they studied vocabulary and applied spelling bee using icd-10. students also have high motivation in learning vocabulary and applied spelling bee using icd-10. so the conclusion of this research, the alternative hypothesis is accepted. second, rohmawati (2015) has researched with finding students be able to spell the word correctly when they implemented spelling bee in learning vocabulary. in this research, the data is analyzed by the questionnaire. it can show that the result of students’ agreement was 99,24% when they give positive impact, meanwhile, students who give negative impact was 0.76%. so the researcher recommends it become one of the games that can be an alternative teaching strategy in teaching vocabulary. it can make students feel a fun atmosphere in the classroom, especially in vocabulary class. research method research design the quantitative approach is used in this study. sugiyono (2017) said the quantitative approach is scientific principles that are concrete or empirical, objective, measurable, rational, and systematic is part of a scientific method. the study applied quasi-experimental with a non-equivalent control group design. sugiyono (2017) states that quasi-experimental is developing of true experimental design. according to sugiyono (2017), non-equivalent control group design is a design that includes two groups while the experimental group and control group, in this research not chosen by random. population and sample the population of this research is the whole first-grade students of mts darul qur’an in the academic year 2019, which consists of four classes with a total number of 94 students. based on the total number of the population, the researchers took two classes as the sample of this research; experimental and control class. the researchers took the sample from the population at mts darul qur’an by purposive sampling technique. sugiyono (2016) purposive sampling is a sampling technique with certain considerations. the researchers made judgments from the observation. vii c class as the control group and vii d class were taken as the experimental group based on the observation. because during the observation, the researchers saw vii c class was an active class when the researchers did the observation this class gave good feedback during the teaching-learning process and vii d class was a less active class, where the students found out some difficulties to give feedback during teaching and learning process. there were 22 students of vii c class as the control group and 22 students of vii d class as the experimental group. so, the researchers took 44 students as the sample in this research. instruments in this research, the research instrument used was the vocabulary test in the form of multiple choice. data analysis procedures of data analysis were techniques that were used by the researcher in analyzing the data that has been collected. in this study, the researcher used spps software to analyze the data (descriptive analysis and inferential statistic) qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 92 research findings and discussion research findings this part was the result of the pre-test before teaching using spelling bee game. the result of the data analysis showed the mean score is 41.45, the mode score is 36, the median score is 40,00, the standard deviation is 7.36. the following data frequency of distribution was created based on steps of data analysis. table 1 descriptive analysis pre-test and post test of experimental group pretest posttest n valid 22 22 missing 0 0 mean 41.45 65.45 median 40.00 64.00 mode 36 56 std. deviation 7.360 10.368 minimum 32 48 maximum 56 84 sum 912 1440 figure 1. histogram of pre-test based on figure 1, it was easier for most people to comprehend the meaning of the data presented in a picture than in a table. the results can be seen that the score in pre-test; there were 4 students obtained score 32, 5 students obtained 36, 3 students obtained 40, 3 students obtained 44, 4 students obtained 48, 2 students obtained 52 and 1 student obtained 56. from the histogram above, it can be seen the total of data or n in the experimental group consists of 22 students, the mean score was 41.45 and the standard deviation (std. deviation) was 7.36. qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 93 in order to know students’ scores after the treatment, the researchers gave post-test, then the researcher got the score of the post-test after that the researcher calculated it by using descriptive analysis. the histogram of the post-test of the experimental group was shown in figure 2. figure 2. histogram of post-test the results can be seen in figure 2. there was 1 student obtain score 48, 2 students obtain 52, 3 students obtained 56, 3 students obtained 60, 3 students obtained 64, 3 students obtained 68, 2 students obtained 72, 2 students obtained 76, 1 student obtained 80, and 2 students obtained 84. from the histogram above it can be seen the total of data or n in the experimental group consists of 22 students, the mean score was 65.45 and the standard deviation (std. deviation) was 10.368. to answer the hypothesis the researchers analyzed the t-test using spss. the result of the analysis can be seen on table 2. table 2 t-test according to the result of spss software output, it was found out that the t-test value was 2,359.and the result of t-table was 2,021, the significance level 0,05, with degree of freedom (df) 22+22-2 = 42, it means that the value of t-test was higher than t-table (2,359 > 2,021). from the value result, it showed that there was a significant effect on spelling bee game. based on the result showed above, the researcher found out the value sig (2-tailed) was 0.023. the value sig (2-tailed) was lower than the significance level (0.023 <0.05). it means that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 94 from the value result, it showed that spelling bee game is appropriate and effective for teaching vocabulary. discussion this research aimed to determine the effect of spelling bee game in students’ vocabulary achievement. the result of finding the pre-test and the post-test scores of both the experimental and control groups was different. the pre-test and post-test scores of both experimental groups were higher than the score of the pre-test and post-test in the control group. it was indicated that this game improved vocabulary achievement. qomariyah and nafisah (2020) stated students who have high competence in memorizing vocabulary when the academic process is one of the results of applying good strategy. so, implementing spelling bee game is one of the alternative strategies in teaching vocabulary. dealing with the research hypothesis that spelling bee affects students’ vocabulary. it has proved with analysis of t-test is higher than t-table. mccarten (2007) said in his theory that there are many ways to help students in learning vocabulary: (a) it is marking vocabulary subject clearly, (b). it is making how to target vocabulary can stand out, whether it is about practice or regularly review, (c). it is providing a list of vocabulary. to uncover abilities used spelling bee game, feelings, and hope of children. based on the result of the study, spelling bee game focused on how to make students feel joyful, comfortable, and have fun in the academic process, the students can develop their mind to recognize and combine the new vocabulary and students easily remember using spelling bee game. there is an advantage and disadvantage when this game is applied. the advantages and disadvantages of the game can be described by researchers namely: (1) in learning material, students more interested in using spelling bee in teaching-learning vocabulary. if students felt interested in the material they would more be attention, they would be focused on the material and the teacher didn’t face difficulty explaining more about the material. it made a chance for the students more interactive with each other, (2) next is a disadvantage, these advantages were how made the students interested in spelling bee game. how teacher control when students were noisy and more active. how faced students who much moved and spoke a lot of. how spent little time because this game only gave students a chance to do with little time so the teacher didn’t have much time to explain many vocabularies. so the problem was how the teacher can control this spelling bee game. it can be seen that using spelling bee game is a good strategy in teaching english vocabulary, but every strategy has a positive and negative impact when applied it. in solving that point, the teacher has an important role to be creative in modifying themes especially vocabulary. to motivate students, the teacher should give a prize to the winning team in order to be better next time. otherwise, another team should be improved in vocabulary mastery and could be the best team later. conclusion this study could be concluded that spelling bee game has an effect in vocabulary achievement. in teaching-learning vocabulary using spelling bee game, the students are most interested. before treatments, the students didn’t know about this game. however, when they already got the treatment, they realized that spelling bee game could help them in recognizing new words. seeing the benefit of spelling bee game, the students thought that this game was very useful for them so that the perception of the students was positive. this study was conducted on the word spelling bee game in vocabulary achievement. the result showed that there was the effect of the students’ vocabulary achievement between qomariyah spelling bee game in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 95 the experiment and control group. based on the result, students’ vocabulary achievement in the experiment group was better than the students in the control group. it means that teaching of spelling bee game could promote students’ vocabulary achievement. this happens due to the fact that spelling bee game could help students to develop their vocabulary achievement. references asyiah, d. (2017). the vocabulary teaching and vocabulary learning: perception, strategies, and influences on student’s vocabulary mastery. jurnal bahasa lingua scientia, 9(2), 293-318. https://doi.org/10.21274/ls.2017.9.2.293-318. cameron, l. (2001). teaching language to young learners. new york: cambridge university press. graves, m. (2008). what research has to say about vocabulary instruction. new york: international reading association. hiebert, e., & kamil, m. (2005). teaching and learning vocabulary bringing research to practice. london: lawrence erlbaum associates. kagan, s. (2009). kagan cooperative learning. san clemente: kagan publishing. mayasari, n., & yuli, m. (2019). the effect of using spelling bee games to improve students’ vocabulary mastery in using icd 10 chapter xviii and xxi at apikes iris padang. journal polingua: scientific journal of linguistics, literature and education, 8(2), 66-70. https://doi.org/10.30630/polingua.v8i2.115. mccarten, j. (2007). teaching vocabulary lesson from the corpus, lesson for the classroom. new york: cambridge university press. nation, i. (1990). teaching and learning vocabulary. massachusetts: heinle & heinle publishers. ningrum, m., & indrawati, p. (2020). improving students’ vocabulary mastery using spelling bee game at fifth grade in sdit ya bunayya pujon. journey (journal of english language and pedagogy) ,3(2), 66-73. https://doi.org/10.33503/journey.v3i2.956. nurpitasari, l., & wan, j. (2018). the use of spelling bee game to increase the students’ vocabulary mastery of the seventh grade at smpn 1 bantan. inovish journal, 3(20), 129-136. https://doi.org/10.35314/inovish.v3i2.828. qomariyah, s., & nafisah, b. (2020). examining think-talk-write (ttw) strategy in students’ vocabulary mastery. jollt journal of languages and language teaching, 8(1), 72-82. https://doi.org/1033394/jollt.v8il.2240. read, j. (2000). assessing vocabulary. cambridge: cambridge university press. rohmawati, a. (2015). spelling bee in teaching vocabulary. journal of english and education, 3(2), 1-15. sari, a., & fadly, a. (2018). the effect of using english spelling bee game to enrich the vocabulary of the second year students of smpn 40 pekanbaru. jurnal online mahasiswa fkip, 5(2), 1-11. sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d. bandung: pt alfabet. sugiyono. (2017). metode penelitian kuantitatif kualitatifdan r&d. bandung: alfabeta. thornbury, s. (2002). how to teach vocabulary. essex: pearson education limited. wright, a. et al. (2006). games for language learning. cambridge: cambridge university press. https://doi.org/10.21274/ls.2017.9.2.293-318 https://doi.org/10.30630/polingua.v8i2.115 https://doi.org/10.33503/journey.v3i2.956 https://doi.org/10.35314/inovish.v3i2.828 https://doi.org/1033394/jollt.v8il.2240 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 143 reading in action the effect of collaborative strategies towards students' learning activities and reading comprehension edi firman (1) (firmaneddy3@gmail.com (1) ) faculty of education for language and art mataram institute of teacher training and education abstract reading is still considered as a difficult skill to be taught and learnt, some students have difficulties in comprehending the text and reading also regarded as passive activities instead of active activity. this research is aimed to know the effect of collaborative strategies towards students' learning activities and reading comprehension. this research is quasi-experimental pre-test post-test design. the data were analyzed using paired samples, independent test and correlation. the result proved that the experimental post-learning activities are higher than preactivities (83.27 > 61.20) and ttest 16.434. the independent test also clarified that the experimental group performed greater learning activities t (5.322 > 2.000). in reading, the experimental post-test mean score is higher than pre-test (59.44 > 47.41), and ttest (4.237 > 2.021). the independent samples test confirmed that the experimental group ttest is higher than ttable. (3.777 > 1.980). meanwhile the correlation analysis proved that rtest is smaller than rtable (0.134 ≤0.199) very low category. it can be concluded that collaborative strategies are effective towards students' learning activities and reading comprehension, although there is no correlation between learning activities and reading comprehension. keywords: reading, action, collaborative, activities, comprehension journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 144 introduction reading is one of the essential skills that need to be learnt in relation to language teaching and learning. it offers a creative approach in improving vocabulary mastery and lexical identification. it provides resources of knowledge which may stimulate the ways of thinking, and constitute comprehensive strategies in mastering language structures and sentence making skill. those are some small role why reading is regarded as an important part to be involved in language teaching and learning. the core idea of reading is referred to the ability of literatures comprehension, it does not mean that reading should occur in a clumsy way, but reading also should be considered as an active process of acquiring rather than passive activity and it should be designed and implemented with multiple purposes and models in intensifying the comprehensive comprehension. reading is a part of activity, where the students are able to experience learning and material to connect them into comprehensive comprehension. catherine (2002:15) highlights consequences of reading are part of the activity, and some activities lead to an increase in the knowledge a reader has. in this point, reading is regarded as cognitive process and physical activity; cognitive process is the process of engaging the reading texts (words or phrases) with the readers’ prior knowledge in order to facilitate them with the idea about what they are going to read, and help them to construct the meaning and message of the text and context. meanwhile physical activity is not limited to the eyes, ears, and mouth activities. moreover it also includes physical performance, active communication and collaborative working. therefore reading teacher should urge the students to be actively involved in teaching learning process which lead them into deep understanding. in fact some students still have some difficulties to comprehend the texts, the problems are not merely occurred on linguistic aspect, but also occurred on the ability to create schemata about what they are going read. regarding to the students' learning activities, the performances were limited on reading texts, without some meaningful activities that challenge the students' knowledge, analysis, synthesis, evaluation and application which might stimulate the students' interest and motivation to engage with learning process and materials. collaborative strategies constitute the combination of some strategies, they are; pair-reading aloud, questioning, visualizing, inferring and synthesizing. the strategies were proposed in order to facilitate the students with comprehensive comprehension by helping the students in creating the background knowledge and connecting it with the text and context before, during and after reading and it also helps the students journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 145 in experiencing the learning physically, cognitively and emotionally. this study was intended to identify whether collaborative strategies effective towards students' learning activities and reading comprehension and additionally this study also aimed to know whether learning activities correlated to reading comprehension method this research is quasiexperimental research with pre and posttest design, quasi-experimental design was implemented because the experiment was done in classroom setting muijs (2004). best and kahn (2006) claim that quasi-experimental is implemented in natural school or classroom experiments. the design can be represented as: notes: o1 and o3 : pretest o2 and o4 : post-test x : treatment of experimental group c : treatment of control group the population in this research was all of the second semester students of fpbs ikip mataram which were consisted of 238 students, the sample was selected by using cluster random sampling. there were 41 students in the experimental group and there were 39 students in the control group. this research consisted of 3 variables; 1 independent variable (collaborative strategies and 2 dependent variables (learning activities and reading comprehension). learning activities in this study also considered as moderator variable because it might be also affecting reading comprehension. the instruments used in this study were observation and questionnaire for collecting the students' learning activities data and test was implemented to obtain the students' reading comprehension data. to analyze the research data, there were 3 test applied: first was the paired sample test, it was applied to know the effectiveness of collaborative strategies before and after treatment, second was independent samples test, it was used to answer the research hypothesis and comparing the experimental group score and control group score and third was pearson correlation, it was used to indentify whether learning activities correlate to reading comprehension or vice versa theoretical review 1. collaborative strategies brown (2000:113) notes strategies as specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned design for controlling and manipulating certain information. strategy is not a single performance, but it constitutes collaborative o1 x o2 o3 c o4 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 146 activity to accelerate the goal accomplishment. it could be underlined that strategy should be combined with other strategies to accelerate the goal achievement and maximize its influence towards target learning. moreillon (2007) proposes the goal of collaborative strategies for teaching reading comprehension is maximizing the impact to help the educators develop teaching strategies to ensure students achievement. in this study, there are some strategies were combined into collaborative teaching learning strategy in order to facilitate and maximize the students' learning activities and reading comprehension. the strategies are consisted of; a. pair reading aloud reading aloud strategy guides the students' knowledge to engage with the words, phrase, expression and finally to the text. vaughn in crawford et al (2005: 25) declares that pair reading is a technique for having pairs of students read a text closely for understanding. stone (2009: 39) explains that the readers' ability to problem solve and decode unknown or unfamiliar words, phrase passages and expression and tone as appropriate and create a fluent dialogue, all of which allow them to comprehend the complexities and the subtleties of what is being read. b. questioning teachers commonly instigate questions after reading to recall the students' understanding about what they read. brassell & rasinski (2008: 84) underline that questioning is the most powerful ways for students to better comprehend what they read. furthermore, dorn and soffos (2005) confirm that deep comprehension is dependent on the reader’s ability to "ask questions" before, during, and after the reading. c. visualizing berthoff in fleckenstain et al (2008: 74) describes that visualizing, making meaning by means of mental images, is the paradigm of all acts of the mind: imagining is forming par excellence, and it is therefore the emblem of the mind’s power. the students are supposed to be able create images on their mental brain, because this concept engage them to issues of the text and facilitate them to have a good comprehension. d. inferring inferring leads the readers to find clues, make prediction and draw conclusion. tovani (2000: 101) elaborates that an inference is a logical conclusion not directly confirmed by the author. it is based on clues from the text and personal connections made by the reader. moreillon (2007: 76) describes the significance of inference toward reading comprehension is to facilitate the reader to use the illustrations plus their prior knowledge and experience to interpret the text. e. synthesizing finally, synthesizing activity after reading is wedding process of all information from several resources and knowledge, finding agreement among texts, determining main ideas and make valuable judgments. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 147 bergeron & wolff (2002: 11) pronounce that synthesizing is integrating information within and across a text; bringing together separate elements of a text to make a connected and meaningful whole. those strategies were not implemented by single performance, but they were mutually applied in teaching learning process, especially in reading phases; pre-reading, whilereading and post reading to optimize the students' ability in comprehending the reading texts. and furthermore the collaborative strategy was also used to stimulate the students' learning activities. 2. learning activities reading in action in this writing stands for learning activities that may engage the learners with teaching learning process an also connect the reader with what they are going to read. kniep and zocchia (2009: 13) state that "engagement relates to the extent to which students are actively involved in their own learning". it means that engagement should help students to be able to make meaning of what they are learning, analyze information and solve the learning problems. there are many activities that the students may perform as a basis of learning engagement, and the activities should cover cognitive domain, affective domain and psychomotor domain. in line to those concepts paul d. dierich in sudirman (2012:101) formulates some indicator of learning activities. a. visual activities. visual activities involve; reading, pictures observation, experimenting, demonstrating and role playing b. oral activities oral activities refers to the students ability to express their ideas, connecting the ideas, giving and asking information c. listening activities listening is the activity to receive and process information from other resources d. writing activities writing activities are related to the students ability to express their ideas in form of written language, such us write a story, report, summarizing the story, doing the test etc. e. drawing activities drawing activities constitute the students capability to transfer their comprehension into picture, graphic, map or diagram f. motor activities in this aspect, the students are demanded to be able to experience the learning, design and perform the learning, such us; make an experiment, role play etc. g. mental activities mentally, the students are predisposed to be able to memorize, analyze, solve the learning problems and make decision h. emotional activities all aspect that relate to the learners emotion in teaching learning process are parts of emotional activities, such us; learning interest, journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 148 motivation, curiosity, bravery to explore ideas, hesitation, nervous etc. 3. reading comprehension jain & patel (2008: 115) confirm that reading is an active process which consists of recognition and recognition and comprehension skill. snow (2002: 11) also defines reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. interaction and involvement are the essential parts of comprehension which is entailed three elements those are; reader, text and activity. a. the reader who is doing the comprehension, it includes all the capacities, abilities, knowledge, and experiences of that the reader brings to the act of reading b. the text that is to be comprehended, it is broadly construed to include any printed text or electronic text. c. the activity in which comprehension is a part, it includes the purposes, processes, and consequences associated with the act of reading. reading comprehension is not a passive activity in which meaning magically appears once the reader reads the words in text. nevertheless, reading comprehension is an act of understanding what we are reading. it requires an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. literally, reading and comprehension are different although they have the similarity regarding to the act/activity. but reading and comprehension have overpowering liaison. without comprehension, reading is nothing more than tracking symbols on a page with the eyes and sounding them out. dorn and soffos (2005: 14) recognize that comprehension is a complex process regulated by cognitive, emotional, perceptual, and social experiences. therefore, the comprehension level classified into two categories; a. surface level the surface level of comprehension is a literal level of understanding represented by the ability to recall factual information from the text. this retrieval process involves short-term memory; thus, this level of understanding directly relates to the recency of the reading b. deep level the deep level of comprehension is a conceptual level of understanding that results from the reader’s ability to think beyond the text, thus integrating the author’s intentions with the reader’s point of view. at this level, the author’s message serves as a pivotal point in regulating the reader’s deeper thinking. a. reading aspect there are some aspects that teacher of reading should concern with: a. intensive reading the readers are leaded to have knowledge about what they read, understanding not merely the text journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 149 meaning, but also how the meaning is fashioned. furthermore, jain and patel (2008) formulate characteristics of intensive reading; 1). this reading helps learner to develop active vocabulary, 2). teacher play main role in this reading, 3). linguistic items are developed, 4). this reading aims at active use of language, 5). intensive reading is reading aloud and 6). in intensive reading speech habit are emphasized and accent, stress, intonation and rhythm can be corrected. b. extensive reading the extensive reading is purposed to train the students to direct reading and fluent reading in target language with less guidance of the teacher. ferris and hedgcock (2009: 211) describe the term of extensive reading as fairly rapid, covers quantities of text, and intent by definition to read rather than to learn about reading or to dissect text. extensive reading offers readers crucial practice in applying schemata and strategies. they also formulate some characteristics of extensive reading, those are; improves comprehension skills, develops automaticity, enhances background knowledge (schemata, both content and formal), builds vocabulary and grammar knowledge (i.e., linguistic schemata), improves production skills (speaking and especially writing) and promotes confidence and motivation. b. reading phases in fashionable practice, reading is frequently applied into three phases: pre-reading, whilereading and post-reading stages. 1. pre-reading pre-reading is applied to activate the students' knowledge about the reading subject. murcia (1991: 202) underlines that the first goal of the pre-reading stage is founded upon notion, discussed earlier, the students prior knowledge and experience effect their comprehension of the material. leading the learner to have prior knowledge will facilitate them to comprehend the topic, have some the preparation of the text and also motivate them have the reason for reading. 2. while-reading this stage is then next level of reading phases which is intended to help the reader to be aware of the playwright's purposes, conduct the text structure understanding and to elucidate the text content 3. post-reading the last reading phases is aimed at reviewing the lesson context, it would be applied by consolidate and reflect about what has been read by the learner and in this stage the relational process of text to the students' background knowledge and interest are carried out. considering teaching reading as a second or foreign language, then the readers should have the idea about what they read or at least they have background knowledge of text. cook (2008: 121) states that the meaning of a text is not just found in the sentences themselves, but it is also derived from the previous knowledge journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 150 stored in the reader’s mind and the processes through which the reader tackles it. findings 1. normality and homogeneity before the data were analyzed with ttest, it needs to administer the normality and homogeneity test of samples. the normality analysis in this study was shapiro-wilk and the homogeneity analysis was levene' test. the result of normality and homogeneity test is preserved on spss 21 below: figure spss 21.4.a.1. the experimental and control group normality test: experimental group normality test tests of normality group kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. score 1 .102 41 .200 * .961 41 .165 2 .146 41 .027 .955 41 .105 control group normality test tests of normality group kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. score 1 .098 39 .200 * .977 39 .588 2 .107 39 .200 * .978 39 .634 the first output explains that the experimental group significant value are higher that α = 5% (1: 0.165 > 0.05 and 2: 0.105 > 0.05). thereby the experimental group sample is normal. the second normality test output also prove that the (sig) value of control group is higher that α = 5% (1: 0.588 > 0.05 and 2:0.634 > 0.05). based on the normality analysis above, it could be claimed that the data in this study are normal. figure 4.a.2 spss 21® experimental and control group homogeneity test experimental test of homogeneity of variance levene statistic df1 df2 sig. score based on mean 1.939 1 80 .168 based on median 1.981 1 80 .163 based on median and with adjusted df 1.981 1 79.980 .163 based on trimmed mean 1.857 1 80 .177 control test of homogeneity of variance levene statistic df1 df2 sig. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 151 score based on mean .519 1 76 .474 based on median .533 1 76 .468 based on median and with adjusted df .533 1 75.394 .468 based on trimmed mean .518 1 76 .474 the levenes' price shown by all of the ρ values (sig), and the result indicated that both of the group ρ (sig) value is higher than α 5% (ρ (sig) value > 0.05), consequently. it might be claimed that the data are homogenous 2. inferentialstatistics the effect of collaborative strategies towards students' learning activities: figures 4.b.1. learning activities paired and independent sample test: paired samples statistics mean n std. deviation std. error mean pair 1 pre_test 61.20 41 7.181 1.121 post_test 83.27 41 7.765 1.213 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre_test post_test -22.073 8.601 1.343 -24.788 -19.359 -16.434 40 .000 the first output on paired samples test explains that the learning activity mean score was statistically increase from pre-test to post-test (61.20 83.27) with the number of sample was 41students. the second output paired samples ttest clarify that the ttestis higher that ttable (16.434 > 2.021), the result is significant in ρ value (sig.) is smaller than α = 5% (0.001 < 0.05), and the third output confirms the effect of journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 152 collaborative strategies towards students' learning activities with equal variances assumed that the ttest is higher than ttable (5.322 > 2.000) in significant level 5%. the data analysis above proved that collaborative strategies are effective towards students' learning activities. a. the effect of collaborative strategies towards reading comprehension figures 4.b.2. learning activities paired and independent samples test: paired samples statistics mean n std. deviation std. error mean pair 1 pre_test 47.41 41 16.962 2.649 post_test 59.44 41 14.474 2.260 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre_test post_test -12.024 18.171 2.838 -17.760 -6.289 -4.237 40 .000 the pair sample statistics identified that there is an improvement of students' mean score in post-test (47.41–59.44). referring to the ttest score, it is known that the ttest is higher that ttable in degree of freedom level (df 40) (4.237 > 2.021) with ρ value (sig) < α (0.01 < 0.05) in significant level 5%. and lavene's equality of variances table indicates that the significant ρ value is 0.854 > α 0.05, it means that the variances are equal. the data analysis proved that ttest is higher than t-table (3.777 > 1.980) in significant level 5%. it is clear that the collaborative strategies also effective towards students' learning activities and reading comprehension. b. the correlation between learning activities and reading comprehension. figure 4.c: the correlation between learning activities and reading comprehension. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 153 correlations learning activity reading comprehension learning activity pearson correlation 1 .134 sig. (2-tailed) .402 n 41 41 reading comprehension pearson correlation .134 1 sig. (2-tailed) .402 n 41 41 the figure 4.c spss 21® provide evident that the value of pearson correlation (r) is 0.134 with sig. (2-tailed) higher than α value (0.402 > 0.05), the value claims that the correlation is very low category. it means that there is no correlation between learning activities nad reading comprehension. discussion the findings on the previous chapter evidently described the effectiveness of collaborative strategy (pair reading aloud, questioning, visualizing, inferring, and synthesizing) towards students' learning activities and reading comprehension, especially in comprehend narrative and explanation texts. this study also analyzed the correlation between learning activities and reading comprehension 1. the effectiveness of collaborative strategies towards students' learning activities the improvement of students' learning activities could be observed from questionnaire and observation because the learning activities referred to visual activities, oral activities, listening activities, writing activities drawing activities, motor activities, mental activities and emotional activities. the significant effect of collaborative strategies towards students' learning activities also proved by the statistical analysis in findings, where in post-activities the students were performed better activities during teaching learning process compared to learning activities before treatment 2. the effectiveness of collaborative strategies towards students' reading comprehension the collaborative strategies were reciprocally applied in teaching learning process, the strategies were scattered into three phases of teaching reading: pre-reading, while-reading and post-reading. in pre-reading, pair reading aloud and questioning were applied to make the students familiar with word sounds and pronunciation, with the meaning of certain journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 154 vocabularies, in this phase the students also created the background knowledge about what they are going to read which would help them to comprehend he text. in while-reading, visualizing and inferring strategies were used in connecting and also confirming the background knowledge with text and context by having imagination image with strengthen the comprehension. meanwhile in post-reading, synthesizing were implemented to challenge the students' knowledge about the text which were connected to the real context or the students' experiences, here, the students' also were challenged to be creative and brave in responding the texts they read. certainly, the improvement of the students' ability in comprehending the english texts was obtained after the implementation of collaborative strategies in teaching learning process. the result was also proved by the statistical analysis of paired sample test and independent samples test on the previous discussion. 3. the correlation between learning activities and reading comprehension this research was also intended to analyze weather the student who performed high learning activities also performed high reading comprehension or the student who did not performed high learning activities obtained high score of reading comprehension. in order to analyzed that correlation, therefore the correlation statistics was applied to the statistical correlation clarified that there is a very low correlation between learning activity and reading comprehension or it might be assume that there is no correlation between learning activities and reading comprehension. conclusion learning activities referred to improvement of eight elements which constitute an inseparable part of activities in teaching learning process. meanwhile collaborative strategies were sustainably applied in teaching learning process without disassociating the functions of each strategy. the collaborative strategies were implemented in three phases of reading: pre-reading, while-reading and post-reading, the strategies stimulated the students to be able to comprehend the texts comprehensively. based on the findings and discussion in chapter, this study came into three points of conclusion: 1. collaborative strategies were significantly effective in improving the students' learning activities 2. collaborative strategies were effective towards the improvement of students' reading comprehension 3. there no correlation between learning activities and reading comprehension. in general it could be concluded that is no correlation between learning activities and reading comprehension, but it is admitted that journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 155 partly collaborative strategies are effective in improving the students' learning activities and it also effecting the students' ability to comprehend english texts especially narrative and explanation texts. . references bergeron, b., a., & wolff , m., b. (2002). teaching reading strategies in the primary grades. usa: scholastic. best, j., w & kahn, j., v. (2006).research in education (tenth edi). united state: pearson education inc. brassell, d., & rasinski, t. (2008).comprehension that works. huntington beach: shell education. brown, h., d. (2000). principle of language learning and teaching (fourth edi). new york: addison wesley longman. catherine, e.s. (2002). reading for understanding toward and r&d program in reading comprehension. pittsburgh: rand education. crawford, a., saul, e., w., mathews, s., & makinster, j. (2005). teaching and learning strategies for thinking classroom. new jersey: the international debate education association. dorn, j., l., & soffos, c. (2005). teaching for deep comprehension a reading workshop approach. portland: stenhouse publishers. ferris, d., r. & hedgcock, j., s. (2009). teaching readers of english students, text and context. new york: routledge. fleckenstain, k., s., calendrilo, l., t., & worley, d., a. (2008). language and image in reading-writing classroom; teaching vision. new jersey: taylor & francis e-library. jain, p., m. & patel, m., f. (2008). english language teaching methods, tools & techniques. jaipur: sunrise publisher and distribution. kniep, g., m and zocchia, j., p. (2009). changing the way you teach improving the way students learn. usa: ascd. moreillon, j. (2007). collaborative strategies for teaching reading comprehension. usa: american library association. muijs, d. (2004). doing quantitative research in education with spss. london: sage publications. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 156 murcia, m. c. (1991). teaching english as second or foreign language (second edi). los angeles: university of california, heinle & heille publisher. snow, c. (2002). reading for understanding toward and r&d program in reading comprehension. santa monica: rand education. stone, r. (2009). best practice for teaching reading. usa: corwin press. surdirman. (2012). interaksi & motivasi belajar mengajar. jakarta: pt. raja grafindo persada. tavoni, c. (2000). i read it, but i don't get it: comprehension strategies for adolescent reader. colorado: stenhouse publishers. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.59-66 doi:10.33394/jo-elt.v8i1.3798 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 59 the effect of picture-cued task towards students’ motivation in learning writing *1 warih astuti, #2 taufik suadiyatno *1 english student, fbmb, universitas pendidikan mandalika, indonesia #2 english lecturer, fbmb, universitas pendidikan mandalika, indonesia corresponding author email: taufiksuadiyatno@undikma.ac.id a b s t r a c t s a r t i c l e i n f o this study intended to find out the effect of picture-cued task towards students’ motivation in learning writing at smpn 3 lingsar in the academic year 2018/2019. the population of the second grade of smpn 3 lingsar was 120 students and the researchers took viii-b class as an experimental group and viii-d as a control group. the experimental group was treated by picture-cued task and the control group was treated by mind mapping. the instruments that were used to collect the data were tests and questionnaires. the data was analyzed by using quantitative research and the way researchers analyzed the data was by; scoring, percentile meanings, and impacts. the quantitative data showed that the students were able to arrange their grammar and vocabularies well when making short sentences through picture-cued task. those students were enthusiastically joined the class even though they were wondering what to do with pictures. in quantitative data, the researchers found; mean = 26,07, median = 25, mode = 20 and standard deviation = 6,434. the t-test score was 6,392 and the t-table was 1,67 in significance level 0,05 with the degree of freedom 54, therefore, the score of the ttest is higher than the t-table. based on the data finding and discussion, it can be concluded that the use of picture-cued task has a positive effect to motivate students in learning writing. article history: received: may, 2021 revised: may, 2021 published: june, 2021d 16 aug 2018nline 09 sep 2018 keywords: picture-cued task, motivation, writing, how to cite: astuti, w., & suadiyatno, t. (2021). the effect of picture-cued task towards students’ motivation in learning writing. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 59-66. doi:https://doi.org/10.33394/joelt.v8i1.3798 introduction writing is frequently useful as preparation for some other activity in particular when students write sentences as a preamble to discussion activities (harmer, 2001: 255). this gives students time to think up ideas rather than having to come up with instant fluent opinions, something that many, especially at lower levels, find difficult and awkward. motivation is very useful for people and students who are studying writing. in order to make them feel free and know what to do, they need to have their motivation which is emphasized by the teachers. motivation has an important role to have the learning process, especially in reading activities. according to harmer (2001:51), motivation is a kind of interval drive, pushing someone to do things in order to achieve something. furthermore, he suggests that motivation is a set of cognitive arousal which provokes a decision to act as a result of which there is sustained intel. here, researchers focused on the motivation of the students. motivation is a bit hard to be built but it is not impossible to do. with passion and mailto:taufiksuadiyatno@ikipmataram.ac.id suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 60 honesty, researchers believe students would have their motivation. richard and rodger (2014: 34) proposed some important factors that affect motivation, which is; (a) home and friends. the attitude of friends and family can have a big effect on children’s motivation. if their parents encourage them to learn and their friends think that is cool to learn, they are more likely to be positive about learning. (b) transfer ability. the students who can see how to transfer what they learn into other situations are more likely to have a higher motivation than those who do not seek out and recognize opportunities to use the new knowledge they learn. (c) self-perception. to motivate students for the learning activity, it is important that they prepare themselves to be successful. (d) absence of intrinsic reward. intrinsic motivation is promoted by the sense of accomplishment obtained from struggling with something that is a bit difficult at first. reward attends to encourage children to learn in order to get the rewards, not to achieve internal goals. it means that rewards may have an adverse effect on motivation. (e) evaluation and threats. if children expect to be evaluated, feel threatened, or feel they are being watched and checked upon, it is likely that they will study for the sake of the evaluation, to avoid the punishment, or to satisfy the adults watching them, and will lose some inner motivation to learn for its own sake. when the researchers conducted a pre-observation at smpn 3 lingsar in academic year 2018/2019, they found some problems, such as students' lack in their writing skill, so they could not write what they wanted to deliver ideas in good and correct vocabulary and grammar. because of these things, the students did not have the motivation to learn to write. they felt low and sometimes being pressured of doing something they were asked. students usually were confused about how to write and what to write, and then they finally gave up without doing anything. so to solve that serious problem, the researchers decided to help the students to do writing in a very simple way. honestly, the method was a common thing that has been used by many motivators or teachers. the method would help the students to find out their lesson in a fun way; it seems like a cute game where they have to think about what to write without being annoyed or angry. students’ mental is important not to be broken up. based on the problems above, the researchers were interested to conduct the study entitled “the effect of picture-cued task towards students’ motivation in learning writing.” spratt, pulverness, and williams (2005: 26) state that writing and speaking belong to productive skills. they say that speaking and writing produce language rather than receive it. it means that in writing, the output will be needed as an indicator that students have learned and understood the skills. it is clear that the output of writing skills can be written stories, letters, or other text types. a picture-cued task is one type of cognitive awareness-raising task (skehan, 1998) in which learners’ attention is directed toward silent features of one or a series of pictorial sketches, cartoons, or photos rendering a more concrete aspect of the meaning of a linguistic expression. procedures of picture-cued task teaching: a) imitative writing; a task in (hand) writing letters, words, and punctuations. here, the students will be given tasks by the teacher that contains some familiar pictures and the pictures are not ambiguous in identified. and then, the students will be asked to write the word(s) that the picture represents. b) spelling task and detecting phoneme-grapheme correspondence; here, the students will be given pictures with focusing objects on familiar words that may be unpredictable spelling. this format presents some challenging words or words pair. c) intensive (controlled) writing; picture-cued task is used in english classrooms around the world. the advantages of using picture-cued are; separate reading and writing connection and offering nonverbal means to stimulate written responses. d) short sentences; the teacher gave the students a picture. then, they will write the descriptions of the picture briefly. e) picture description; to be more complex, pictures will be shown to the students. students will write the description they find with a preposition such as: on, over, under, next to, and around. f) picture sequence suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 61 description; a sequence of three to six or more pictures depicting a storyline can provide a suitable stimulus for written production. students cannot understand clearly the pictures if they are prepared ambiguous pictures, so they need simple pictures to be described with their words. meanwhile, the time sequence in the following task is intended to give researchers some cues (brown, 2004: 227-228). research method this current research used the quantitative method. this method emphasizes objective measurements and the statistical, mathematical, or numerical analysis data collected through tests and questionnaires. the type of quantitative method being applied was quasiexperimental research. research design in this research, the researchers used a quasi-experimental with non-equivalent control group design. this design is similar to the pre-test/post-test control group design. the sample of this research was determined by cluster random sampling technique. the researchers divided the sample into two groups of the sample using lottery technique. those two groups were treated differently. the first group as an experimental group was treated by using picture-cued task. meanwhile, the second group, a control group was treated by mind mapping. before giving the treatment, the researchers gave the pre-test to the students to find out the real ability of the students. then, the researchers gave a post-test after treatment. the design of this research was described in table 1. table 1 scheme of the research group pre-test treatment post-test experimental group o 1 picture-cued task (x) o 2 control group o 3 mind mapping (-x) o 4 sugiono, (2017) note: o 1 = experimental group o 2 = control group o 3 = pre-test value for the experimental group o 4 = post-test value for the control group x = picture-cued task -x= mind mapping population and sample the population is a generalization region consisting of objects subjects that have certain qualities and characteristics applied to researchers to be studied and then drawn conclusions (sugiyono, 2017: 61). the population, in this case, consisted of 120 students of the eighth grade at smpn 3 lingsar. the population in this research was all of the students in the eighth grade of smpn 3 lingsar that consisted of four classes, those were viii a, viii b, viii c, and viii d. the sample is a part of the amount and characteristics (sugiyono, 2017: 62). the researchers took two classes as samples using the cluster random sampling technique. those classes were divided into two different groups; experimental and control groups. then, the researchers took the viii b class as the experimental group and the viii d as the control group. they were selected by using the lottery technique. the experimental group consisted suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 62 of 28 students who were treated by using picture-cued task. different than this, the control group consisted of 28 students who were treated by using mind mapping. instruments in collecting the data, the researchers used two types of instruments, they are writing tests and questionnaires. the writing test was divided into two; pre-test and post-test. the pre-test was given before treatment and the post-test was given after treatment. meanwhile, the questionnaire consisted of 20 questions related to motivation in learning writing through picture-cued task. every question has a value ranging from 1-5 points. those were 5 = strongly agree, 4 = agree, 3 = undecided, 2 = disagree and 1 = strongly disagree (gay, mills & airasian, 2012) data analysis in the present study, the researchers used descriptive statistics and inferential statistics to calculate all of the data with spss 19 for software. descriptive statistic consists of mean, mode, and median. inferential statistics is analysis derived from sample data that are used to make inferences about the population from which the sample is taken. in this research, the researchers used a t-test to compute the data which is the interval, and derived from two samples. researchers compared the result of the t-test to the t-table. if the result of t-test > ttable, the alternative hypothesis would be accepted, but if the result of t-test < t-table then the null hypothesis would be rejected. research findings and discussion research findings this research was conducted in november 2019 in smpn 3 lingsar. the researchers have done the research by eight meetings for each class in three weeks. the sample was divided into two groups; experimental and control groups. the total population was 120 students. random sampling technique was used in this research where there were 56 students as the total sample and consisted of two groups, were viii-b as the experimental group (28 students) and viii-d as the control group (28 students). table 2 descriptive analysis pre-test of the experimental group n valid 28 missing 0 mean 26.07 median 25.00 mode 20 std. deviation 6.434 range 20 minimum 20 maximum 40 sum 730 researchers used spss 19 for software to find out the mean, median, mode, and standard deviation of the data. in table 2 shows the mean score was 26.07, the median score was 25, the mode score was 20, and the standard deviation was 6.434. here the frequency result of the distribution pre-test is shown in figure 1. suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 63 figure 1. interval of pre-test of the experimental group figure 1 shows the data from the pre-test of the writing test. data presented as the picture, then the data presented as a graphic. the result can be seen that the score at pre-test. 11 students got 20 scores, 7 students got 25 scores, 5 students got 30 scores, 3 students got 35 scores, and 2 students got 40 scores. table 3 descriptive analysis post-test of the experimental group n valid 28 missing 0 mean 62.68 median 60.00 mode 60 std. deviation 6.452 range 25 minimum 50 maximum 75 sum 1755 researchers used spss 19 for software to find out the mean, median, mode, and standard deviation of the data. in table 3 shows the mean score was 62.68, the median score was 60, the mode score was 60, and the standard deviation was 6.452. suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 64 figure 2. interval of post-test of the experimental group figure 2 shows the data from the post-test writing test. data presented as the picture, then the data presented as a graphic. the result can be seen that the score in post-test. 1 student got 50 scores, 3 students got 55 scores, 14 students got 60 scores, 3 students got 65 scores, 4 students got 70 scores, and 3 students got 75 scores. table 4 descriptive analysis pre-test of the control group n valid 28 missing 0 mean 18.04 median 15.00 mode 15 std. deviation 7.371 range 25 minimum 10 maximum 35 sum 505 researchers used spss 19 for software to find out the mean, median, mode, and standard deviation of the data. in table 4 shows the mean score was 18.04, the median score was 15, the mode score was 15, and the standard deviation was 7.371. figure 3. interval of pre-test of the control group suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 65 figure 3 shows the data from the pre-test of writing test. the data presented as a picture, then the data presented as a graphic. the result can be seen that the score in the pretest. 6 students got 10 scores, 11 students got 15 scores, 5 students got 20 scores, 2 students got 25 scores, 2 students got 30 scores, and 2 students got 35 scores. table 5 post-test descriptive analysis of the control group n valid 28 missing 0 mean 50.00 median 50.00 mode 55 std. deviation 8.278 range 40 minimum 20 maximum 60 sum 1400 researchers used spss 19 for software to find out the mean, median, mode, and standard deviation of the data. in table 5 shows the mean score was 50, the median score was 50, the mode score was 50, and the standard deviation was 8.278. figure 4. interval of post-test of the control group figure 4 shows the data from the post-test writing test. data presented as the picture, then it was presented as a graphic. the result can be seen that the score in post-test. 1 student got 20 scores, 1 student got 35 scores, 2 students got 40 scores, 2 students got 45 scores, 9 students got 50 scores, 11 students got 55 scores, and 2 students got 60 scores. discussion the current research aimed to find out the effect of picture-cued task towards students’ motivation in learning writing. during the teaching and learning process, the students enjoyed the lesson that had been delivered using picture-cued task. in applying this method, the researchers applied the procedures proposed by skehan (1998). those procedures are; a) imitative writing, b) spelling task and detecting phoneme-grapheme correspondence, c) intensive (controlled) writing, d) short sentences, e) picture description, f) picture sequence description. the applying of skehan (1998) theory was effective. it was proved by the result of testing hypothesis in t-test formula which showed that t-test value was 6,392 and t-table was suadiyatno the effect of picture……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 66 1,67 in significance level 0,05 with the degree of freedom 54. it means that the score of the ttest is higher than the t-table (6,392 > 1,67), it can be concluded that the alternative hypothesis (ha) that is stated, “there is a positive effect of using picture-cued task towards students’ motivation in learning writing” was accepted. picture-cued task was effective and had a good reason to be used as one of the appropriate methods in learning writing skills. basically, children love to play and see something colorful which can entertain their brain. pictures stimulated the student’s minds and formed their imagination about what they saw. in this case, picture-cued task is a method that can be playful for students to encourage their motivation in learning writing skills. thus, it is in line with what harmer (2001:51) mentioned in his theory about motivation, in which motivation is a kind of interval drive, pushing someone to do things in order to achieve something. so, once students are motivated, they will feel easier to achieve their goal in learning writing, this fact is shown by the sample of the current research. they were able to arrange their good grammar and vocabularies when making good short sentences through picture-cued task. conclusion based on the data analysis and the discussion in previous chapters, the researchers concluded that the picture-cued task has a positive effect and it is efficient towards students’ motivation in learning writing. references brown, h. d. (2004). language assessment: principle and classroom practices. new york: pearson education. gay, l. r., mills, g. e., & airasian, p. w. (2012). educational research: competencies for analysis and application (10th ed.). pearson, upper saddle river. harmer, j. (2001). the practice of english language teaching (3rd ed.). essex, england. longman. richard, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge: cambridge of university press. skehan, p. (1998). a cognitive approach to language learning. oxford: oxford university press. spratt, m. p. a., & williams, m. (2005). the teaching knowledge text course. cambridge: cambridge of university press. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta, cv. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.96-104 doi:10.33394/jo-elt.v7i2.3188 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 96 the implementation of technology-based media in improving english speaking skill of hospitality students in mataram tourism college *1 sri wahyuningsih, #2 ida nyoman tri darma putra *1 english lecturer, sekolah tinggi pariwisata mataram, indonesia #2 english lecturer, sekolah tinggi pariwisata mataram, indonesia corresponding author email: ida.nyoman.putra@gmail.com a b s t r a c t s a r t i c l e i n f o this research aims to find out the effectiveness of the application of technology-based teaching media to improve the speaking skills of the hospitality study program students of stp mataram. in this study, several media that utilize computers and the internet will be used in learning speaking. the use of the application rosetta stone, duolingo, and youtube videos integrated with the google classroom are used as learning media for students' speaking learning of the hospitality study program students. in this study, 30 students are used as the experimental group and 30 students as a controlled group. the results of this study indicated that the value of t-test > t table (3.462> 2.676), which means that there is a significant difference in english speaking skills using technology-based learning media. in conclusion, the use of technologybased learning media is effective in enhancing students’ speaking skill. article history: received: october, 2020 revised: november, 2020 published: december, 202020 keywords: media, technology, speaking skill, how to cite: wahyuningsih, s., & putra, i. (2020). the implementation of technology-based media in improving english speaking skill of hospitality students in mataram tourism college. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 96-104. doi:https://doi.org/10.33394/jo-elt.v7i2.3188 introduction the development of tourism as a phenomenon in the modern era cannot be avoided. as an industry, tourism has contributed to people's lives, especially from an economic standpoint. the rapid advancement of science and technology that continues to develop requires capable human resources, including human resources in tourism who are expected to continuously change themselves so that they could follow the developments that occur. this development is a big business opportunity for the hospitality industry where the need for professional, qualified, and ready-to-work human resources also increases along with the development of the hospitality industry. one of them is the ability to use english well. therefore, tourism practitioners or graduate students of the tourism program is very important and crucial. however, the reality in the field shows that the graduate students of tourism programs do not have the expected english language skills for work. genc and bada (2005) stated that for daily communication, speaking is an important and basic skill that helps students learn english to become good readers and writers. based on the results of previous research regarding the work preferences of students in the work field, it was found that students who chose to work in a section that used language competences more had better english skills compared to students who chose to work in fields that did not use language competence much (wahyuningsih, 2019). mailto:ida.nyoman.putra@gmail.com wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 97 technology advances also have an influence on the learning media in english. in learning to talk (speaking english) in the mataram tourism college hospitality study program, lecturers in the spoken subject frequently apply the learning method that is focused on them (teacher-centered) so that it appears that lecturers dominate the classroom rather than students in the learning process. many students are unable to use english successfully in communication and communications with them. this research used technology-based teaching media to see how effective it is in developing student speaking skills to address students' difficulties in speaking activities. the technology-based teaching media that will be used are in the form of video media, computers, and interactive applications that can be used in learning english, especially in improving students' speaking skills. to see the student's ability to speak in english, the researcher used a speaking assessment that was adjusted to the specific skills that the students would do, in this case, the students' ability to use english. in this study, several technologies that utilize computers and the internet will be used in learning speaking. the use of rosetta stone applications, duolingo, learning with videos, and google classroom are used as a medium for speaking learning for students in the hospitality study program. the researchers selected several applications and technologies from the results of the research findings that had been conducted by several previous researchers. as a global communication media, the internet allows it to be used in language teaching and learning, for example, learning english. the internet provides various addresses and web pages that can be used as a place of learning. the web pages have been grouped according to their domains, such as vocabulary, grammar, phonetics, and according to the language skills being taught, such as speaking, listening, reading, and writing. cordmounouray in kartal (2005) categorized the learning experiences provided by the internet into several types: (1) communication: correspondence projects, distance learning, research into specific areas of internet society, virtual meetings, role-playing, etc .; (2) documentation: documentary research, providing readers with a variety of sources as needed; (3) publishing: publishing manuscripts (personal or collective), both those that already exist on the internet and those that have never existed; (4) collaborative studies: competitions, group performances, collaborative writing, simulations, telepresence; (5) individual study: on-line learning, virtual campus. in integrating technology into the learning process, experts develop various models. figure 1 is a model proposed by woodbridge (2004) and modified by the other researchers. some essential notions from this model are as follows. technology (ict) plays role in three functions: first, creating a pleasant and exciting learning environment (emotional effect); second, equip students' skills to use high technology. it addresses the challenge of its relevance to the world outside of schools. third, technology functions as learning tools with application and utility programs, which, apart from simplifying and speeding up work, also increases the variety and techniques of analysis and interpretation. positive emotions, skills in using technology, and skills in utilizing programs and utilities: developing the ability to create, manipulate, and learn, practice with problem solving-based tasks, build constructivist learning environments. wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 98 figure 1. technology integration model learning (source: woodbridge, 2004) speech skills in english is one of the key goals of studying english. the ability to speak english in the age of globalization, where the borders are too limited, is therefore crucial at present, and with the ability to speak english, each person will be able to communicate well, not just in higher education, but in english. such technical reasons, for example; the needs of the field of work, manufacturing, travel, etc. as far as teaching english speaking is concerned, nunan (1991) states that "success is measured by the ability to speak using the target language" ("success is measured in terms of the ability to carry out a conversation in the target language"). so if students do not learn to talk or have no chance of communicating, they will lose confidence in learning the language. in the other hand, if the speaking lesson is delivered appropriately, students will be inspired to learn and the classroom environment will be vibrant and dynamic. lawtie (2004: 1) claims that the difficulty of speech is due to a variety of factors: students do not want to talk or say anything in class, students laugh with their peers using their mother tongue (l1) and the class is too loud for the instructor to lose hold of the class. rosetta stone application is an application for learning foreign languages in an interactive way that can be used easily by users to learn foreign languages. the preferred method in using this application is dynamic immersion, which is without translation in other languages. the learning media is in the form of visuals/images, so it is hoped that users can immediately get used to associating foreign language words they are learning with the visual images shown. the purpose of this is to teach the various vocabulary terms and grammar of language intuitively, without practice or translation to learners. therefore, using the rosetta stone media as a learning medium is expected to improve english speaking skills. advances in technology have made it easier for us to do various things that may not have been previously imagined, one of which is learning foreign languages. if in the past we studied foreign languages at course institutions or at least bought books and tapes, now developing abilities to create, manipulate, and learning capacities practice with problem-solving tasks build a constructivist learning environment emotional effects fun / exciting conditions wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 99 learning foreign languages can be done anywhere and anytime online or mobile. one of the learning applications that can be used on smartphones is duolingo application. for english lessons for indonesian speakers, there are 55 phases that must be passed while one phase consists of several lessons. however, it is not only the eyes that are trained (reading), the ears and the mouth are also included in the duolingo learning material. sometimes duolingo will play a word or sentence in a foreign language and we are asked to write or translate what we hear. we are also sometimes asked to say a word or sentence in the language we are learning. google classroom is a platform that promotes student and instructor collaboration; teachers may also build and administer assignments for students in online classrooms free of charge (beal, 2017). it just lets the instructor create communities to exchange homework and announcements. google classroom may be a platform that encourages students to engage. nagele (2017) said that teachers can build student-centered, interactive and memorable active lessons only via google classroom because it offers easy-to-use learning features for students in all categories who can work together. google classroom is suitable for all types of pupils, including adult learners. it also has a variety of advantages, such as being paperless, available everywhere and everywhere as long as there is an internet link and from any computer, for communication between teachers and students, for giving input to students, and for customized learning. it has a learning function that lets teachers actively develop and administer assignments and also gives guidance to students. google classroom makes it easier for instructors to do student assignments. really good for teachers and pupils, since it's easy to use. research method research design this study is quasi experimental research with pre-test and post-test design. the effectiveness of using technology-based teaching media was carried out by comparing the effectiveness and efficiency of the conditions before and after treatment or by comparing it with groups who used conventional media of teaching. population and sample in this study, the two groups namely the experimental group and the control group. the subjects in this study were 2 groups, each of which consisted of 30 students from the hospitality study program at the mataram tourism college. one class will be the control group while the other class will be the experimental group. instruments the data obtained in the study are quantitative. these quantitative data are in the form of test scores of students using technology-based teaching media and students who use conventional media. the data will be taken using the speaking skill test instrument which is calculated using the speaking assessment rubric. data analysis data analysis in this study used non-independent t-test statistics to compare the pre-test and post-test results achieved by the experimental group and control groups who take learning with technology-based teaching media. the data were analyzed with the help of statistical software, namely spss version 26. the test criterion is as follows; if the t value obtained is greater than the t table value (t test> t table) it can be concluded t hat there is a difference in the pre-test score with the post-test score of students who take learning with technology-based teaching media. otherwise. if the t value obtained is smaller than the t table wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 100 value (t-test <t table), it can be concluded that there is no difference between the pre-test and post-test scores of students who take learning with technology-based teaching media. research findings and discussion research findings the test to measure the effectiveness of using media based on english learning technology was attended by 30 students as an experimental group and 30 other students as a control group. the two groups were selected based on the equivalent english proficienc y score. the experimental group took learning using technology-based media, while the control group took learning using conventional methods. before learning is carried out, each student takes a pre-test, to see their initial ability to communicate in english in the field of work/professional front office hotel staff, and at the end of the learning program, they take a post-test to measure their achievements from the learning process they have taken with the teaching materials developed in this study. the effectiveness test was carried out to determine the significance of improving communication skills in english in the front office hotel profession. the significance is based on the results of the pre-test and post-test scores. the results of learning english in this study focused on students' speaking skills in carrying out a series of competencies in accordance with the expected learning outcomes using technology-based learning media. the technology-based teaching media referred to in this study are three learning media used, first using language learning applications on students’ computers/laptops using the rosetta stone application. the second uses the duolingo learning application on student smartphones, and the third uses speaking learning with youtube and google meet which is integrated with google classroom. the results of learning english were obtained through pre-test and post-test with performance tests. the results obtained are entered into the data and then calculated. the learning outcome data were arranged according to scoring guidelines, namely the highest score of 100 and the lowest score of 0. all data in this study were calculated using the spss version 26 statistical package program. a comparison of learning outcomes between two groups was presented in table 1. wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 101 table 1 statistics description of experimental group and control group group statistic pre-test experimental mean 65.7857 95% confidence interval for mean lower bound 62.3685 upper bound 67.6832 std. deviation 7.47251 minimum 60.00 maximum 78.00 control mean 64.6577 95% confidence interval for mean lower bound 61.3279 upper bound 66.84056 variance 67.237 std. deviation 8.65391 minimum 59.00 maximum 78.00 post-test eksperimental mean 76.6770 95% confidence interval for mean lower bound 73.6769 upper bound 79.5231 variance 63.183 std. deviation 7.29265 minimum 69.00 maximum 88.00 control mean 70.0333 95% confidence interval for mean lower bound 66.9990 upper bound 72.0677 variance 67.033 std. deviation 8.12609 minimum 60.00 maximum 82.00 the normality test is one of the requirements of an analysis prerequisite test, where before the t-test, the data must be normally distributed. meanwhile, the data normality test was carried out by using the kolmogorov-smirnov one-sample test (one-sample kolmogorov-smirnov) with the help of the spss program. table 2 normality tests kelompok kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. pre test eksperimental .114 30 .200 * .953 30 .200 control .140 30 .192 .961 30 .345 post test eksperimental .121 30 .200 * .969 30 .518 control .098 30 .200 * .962 30 .374 *. this is a lower bound of the true significance. a. lilliefors significance correction the result of the spss kolmogorov-smirnov-test pre-test and pre-test in both groups, the group using technology-based learning media (rosetta stone, duolinggo, google classroom) and the group that did not use technology-based learning media (conventional method) significance value (sig) 0.200 (pre-test experimental group), 0.192 (pre-test control group), 0.200 (post-test experimental group) and 0.200 (post-test control group). based on the data, the normality test results showed that the data for the pre-test and post-test of the two groups were greater than 0.05. thus all data from each group has a normal distribution of data. wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 102 the homogeneity test of data is one of the prerequisite tests for analysis where before the t-test is carried out, the collected data must be homogeneous or come from the same population. to test the homogeneity of the data, the f test analysis was used. tabel 3 test of homogeneity of variances levene statistic df1 df2 sig. pre-test .656 1 58 .518 post-test .528 1 58 .526 the spss output in table 3 shows the lavene statistic of 0.656 (pre-test) with a significance value (sig) = 0.518. for the post-test results, the lavene statistic is 0.528 and (sig) = 0.526. based on the table of the homogeneity test results above, it can be concluded that all data for hypothesis testing has a homogeneous variant. it can be seen that the significance value is greater than 0.05. tests are carried out using the independent sample t-test (independent sample t-test). the test aims to determine whether there are differences in learning outcomes and englishspeaking skills using technology-based learning media. the spss program assisted the t-test in this study. the test criteria in this t-test were if the t-test (positive value) was greater than the t-table then h0 was rejected. the results of the data are presented in table 4. table 4 t-test results t-test results levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper learning score equal variances assumed .528 .518 3.462 58 .001 6.66667 1.99346 2.68532 10.65700 equal variances not assumed 3. 462 57.334 .001 6.66667 1.99346 2.68741 10.65799 from table 4, it is known that the value of t-test > t table (3.462> 2.676) and p-value (0.001 <0.05) then ho is rejected, meaning that there is a significant difference in english speaking ability using technology-based learning media. based on the table above, it can be seen that sig. (2 tailed) 0.001 smaller than 0.05, which means that ho is rejected (ha is accepted). this shows that there is a significant difference in english speaking skills using technology-based learning media. discussion based on the findings of the study, there is a substantial gap in the ability to talk english utilizing technology-based learning media. the findings of this study support previous research that the use of duolingo (silmi, 2019) and rosetta stone (yurdean and syafei, 2016) as teaching media can improve the ability to speak english. in addition, using google classroom will make studying simpler, since google tutorial is simple to navigate, wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 103 effective, easy to connect and connect with. in addition, google classroom provides valuable features that support lecturers to handle courses safely and effectively (putra, 2020). based on the findings of the analyses and interviews, it was observed that there were many hurdles to the usage of technology-based teaching media, including internal factors and external factors. internal factors that become obstacles in the use of technology-based teaching media are facilities and infrastructure in learning such as laptops/smartphones that not all respondents have, technical problems on the respondent's computer/smartphone such as not responding, inaccessible, no sound, and unable to run applications and programs during a learning activity, students’ knowledge and technical abilities in using learning media such as not understanding instructions in learning, data signals on respondents' devices who live in remote areas disrupt respondent learning activities, additional costs incurred by respondents for using internet data networks. while the external factors in this study such as disturbed by the sound from outside interfering with online learning, the availability of electricity in student residences, and the occurrence of power cuts during online learning, the learning schedule collided with other activities of lecturers and students. this is also almost the same as previous research which found obstacles in the use of teaching media such as lack of basic knowledge about how to operate computers, difficulty understanding instructions in learning foreign languages in the software used because it uses a language that is not the respondent's first language (putra, 2018). conclusion from the results of this study, it can be concluded that there is a significant difference in the ability to speak english using technology-based learning media which is known from the value of t-test > t table (3.462 > 2.676). in addition, it can be seen from the results of the pre-test and post-test results of the experimental group that there is a significant improvement in their speaking score test. this means that the use of technology-based teaching media effectively improves the speaking skills of students in the hospitality diploma program at the mataram tourism college in the academic year 2019/2020. although the results from observations and interviews found that there are several obstacles to the use of technology-based teaching media such as technical problems on the respondent's computer/smartphone, data signal on the respondent's device who lives in remote areas, the occurrence of a power cut at the time of learning, and disturbing sound from outside. references beal, v. (2017, january 14). google classroom. retrieved april 25, 2017, from http://www.webopedia.com/term/g/google-classroom.html. genc, b., & bada, e. (2005). culture in language learning and teaching. the reading matrix. 5(1), 73-84. kartal, e. (2005). the internet and autonomous language learning: a typology of suggested aids. the turkish online journal of educational technology-tojet. 4(4), 54 -58. lawtie, f. (2004, february 10). teaching speaking ability 2 overcoming classroom problems. retrieved january 10, 2018, from http://britishcouncil.org. nagele, n. (2017, august 20). udemy. retrieved november 7, 2017, from https://www.udemy.com/googleclassroom/. nunan, d. (1991). language teaching methodology: a textbook for teachers. englewood cliffts: prentice hall. putra, i. (2018). analysis of students’ ability in using english for taking order procedure in restaurant. jo-elt (journal of english language teaching) fakultas pendidikan http://www.webopedia.com/term/g/google-classroom.html http://britishcouncil.org/ wahyuningsih the implementation of technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 104 bahasa & seni prodi pendidikan bahasa inggris ikip, 5(1), 12-20. https://doi.org/10.33394/jo-elt.v5i1.2294. putra, i. (2020). students’ attitudes in learning english for tourism using google classroom in mataram tourism college. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 9-17. https://doi.org/10.33394/jo-elt.v7i1.2735. silmi, m. (2019). students' perceptions of duolingo as a media for learning english. telaga language. 7(2), 231-240. wahyuningsih, s., & kurniasyah, r. (2019). hubungan kemampuan bahasa inggris profesi dengan preference kerja mahasiswa pariwisata sekolah tinggi pariwisata mataram. media bina ilmiah. 14(5), 2575-2584. woodbridge, j. (2004, february 12). technology integration as a transformation teaching strategy. retrieved june 5, 2007, from https://www.techlearning.com/. yurdean, p., & syafei, f. (2016). using rosetta stone as learning media to increase speaking skill for junior high school students. journal of english language teaching. 5(1), 357-361. https://doi.org/10.33394/jo-elt.v5i1.2294 https://doi.org/10.33394/jo-elt.v7i1.2735 https://www.techlearning.com/ jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.1-10 doi:10.33394/jo-elt.v8i1.3397 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 1 students’ perceptions about feedback practices during academic writing course: a survey study esty nurjanah english student, english language education department, faculty of psychology and sociocultural sciences, islamic university of indonesia, indonesia corresponding author email: 17322068@students.uii.ac.id a b s t r a c t s a r t i c l e i n f o in indonesian context, there is still very little research regarding how students‟ voicing their perception on the use of feedback practices by their teachers. therefore, to fill this gap, this research is aimed to describe students‟ perception through a survey about their experiences in dealing with feedback practices by their teacher. this study involved 75 students from english courses and college. the responsive pedagogy questionnaire (rpq) was used in this study. there were 24 items with 4 likert points in data completion. to analyze the data, microsoft excel was used by the researcher. findings showed that teachers‟ feedback practice matters to the students (m=3.70). it means that the participants have positive responses toward teacher feedback practices. these findings have pedagogical implications that teachers of academic writing can consider not only to the instructions but also to the content or the material. article history: received: january, 2021 revised: march, 2021 published: june, 2021 keywords: students’ perception, feedback, academic writing, higher education, how to cite: nurjanah, e. (2021). students‟ perceptions about feedback practices during academic writing course: a survey study. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 1-10. doi:https://doi.org/10.33394/jo-elt.v8i1.3397 introduction feedback practice is necessary for the teaching and learning process to students for improvement. current studies on feedback issues in higher education reached the following areas related to the use of feedback practices on students' learning process. ruegg (2014) investigated teacher feedback and peer feedback in japan high school context. they found that teacher feedback affected english foreign language students‟ writing self-efficacy. it shows that students who received teacher feedback tend to be able to increase their confidence in aspects of writing ability more than students‟ that perceived peer feedback. however, wang (2016) found that chinese university teachers of efl provided both oral and written feedback practices to students‟ oral presentations. teacher in his oral feedback given feedback related to the content and logical thought of students. whereas, the teacher in his written feedback gave feedback related to the problems of students‟ powerpoint design. the teacher did not give much attention to grammatical errors but rather than teacher focused on phonological errors. on the other hand, deeley (2019) investigated the problem of students' disappointment with assessment and feedback. it pointed out about the variety of assessment and feedback because of misunderstanding and miscommunication between teacher and students'. from the current research, it is concluded that feedback has a significant role both as a way to assess students' writing mechanics and at the same time build students' logical reasoning. it is also uneasy in its implementation. knowing that it has a side effect of mailto:17322068@students.uii.ac.id nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 2 misunderstanding between students and teachers. thus, having studies on issues about feedback is necessary to do due to its important roles as mentioned before. in the indonesian context, feedback practices have been conducted in some schools and universities. susanti (2016) investigated students‟ perceptions toward effective feedback based on their proficiency level that feedback from the lecture is effective in writing form and feedback from the peer is effective in oral form. however, widiastuti (2019) found that teachers gave both positive and negative feedback. students perceived negative when the teacher gave feedback directly in front of the class that made students feel being mentally judged in front of others. some students perceive positive feedback because it can help them develop critical thinking and enhances their motivation to improve their learning. students‟ ability about academic writing skills in indonesia is still low. it shows that there is a possibility of a lack of feedback exposure in the class and outside the class. when there is an effective feedback exposure instead of giving meaningful feedback, teachers give judgment that made students down or whether students use the feedback or not. according to widiastuti (2019) that students perceived negative feedback because it was given in front of the class that probably was not used by students. thus, research about feedback practices in higher education especially for academic writing is still needed in the indonesian context. however, there is still very little research conducted in the indonesian context regarding how students‟ voicing their perceptions on the use of feedback practices by their teachers. therefore, to fill this gap, this research is aimed to describe students‟ perceptions through a survey about their experiences in dealing with feedback practices by their teachers. it is important to listen to how students perceive the feedback since feedback is expected to enhance students‟ performance through the accurate and communicative diagnosis of students' work. it is expected that the feedback should not bring more confusement to the students. the objective of this research is to describe the students‟ quantitative perceptions about feedback practices that students‟ received on their academic writing assignments. the results of this study will contribute to students‟ perception about feedback that they received from their teacher and this research is useful to know the impact of feedback on students language learning and for language teachers to be more aware of the importance of giving the student the feedback to support students' learning outcome. feedback practice is an essential aspect of both teaching and learning because it can help students understand the learning goal and diagnosing problems with students' work. feedback is conceptualized as information provided by an agent (teachers or peers) about an individual performance (hattie & timperley, 2007). the purpose of feedback is to reduce the discrepancy between where students are and where teachers want students to be. in addition, ur (1996) stated that feedback as information given to the students' performance of the task with the aim to improve students' performance. to this extent, the author agrees that feedback is defined as information that is given to individual performance which is used for improvement. it can be concluded that feedback is any information that is beneficial to be given about students' performance to enhance the future performance of the students. there are two ways of feedback that can be given such as oral forms and written forms. students in written feedback concerns about evaluating the task, while in oral feedback they provided suggestions for revision (breg et al., 2006). meanwhile, harris, brown, and harnett (2015) explored the level of feedback directed throughout peer and self-assessments. they pointed out that most feedback is directed to the task level, while self-regulatory feedback is solely found on self-assessment. according to hattie & timperley (2007), effective feedback must answer three questions. 1) where am i going. the first question refers to a goal to achieve learning outcomes. 2) how am i going. the second question is related to progress feedback. teachers provided information to students about their performance or task. 3) nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 3 where to next. the third question refers to students' next steps to improvement. hattie & timperley (2007) classified feedback in four levels. first, feedback on task refers about how well a task is understood, providing information about a task, such as whether the task is correct or incorrect, leads to obtaining information and knowledge. second, feedback on the process includes providing information about the process used to accomplish a task or create a product. third, feedback on self-regulation involves providing information in relation to the performance that directs to self-evaluation. it focused on student‟s monitoring of their learning processes. fourth, feedback on self refers to feedback about the self as a person (“you are a great student”) like praise that can support the student but mostly does not help them to enhance learning. students‟ perceptions about teacher feedback may be different from one student with another. tom (2013) reported that students view feedback as important in helping students‟ know the strength and weaknesses in writing. students received a significant amount of teacher feedback on grammar. ali & al-adawi (2013) reported that students and teachers perceive the feedback positively. students believe that both oral and written feedback is important to them, but they consider that written feedback is more effective than oral feedback. furthermore, zhan (2016) found that students' perception of teacher feedback was positive. students thought they could learn a lot from the feedback and would improve their writing. dargusch & davis (2015) argued that the relationship between lecturers and students influences students‟ perceptions about feedback. additionally, by having a great relationship with teachers, students will have positive perceptions about feedback. further, vattoy & smith (2019) investigated students' perceptions about teachers' feedback as related to students' perceived self-regulation, external goal orientation, self-efficacy, and efl. the relationship was linear between all factors that affected students who perceived their teacher feedback. from the empirical review above, it is concluded that students‟ perceived feedback practice positively because it can help students enhance their performance in the learning process. research method this study was quantitative research. the subjects of the study were 75 students of the academic writing course. the data was collected by asking the students to fill the questionnaire. research design this research used the survey research method which provides a description of attitudes, opinions, behaviors, or characteristics of the population by studying its sample (creswell, 2014). this research was designed to describe students‟ perceptions by quantitatively about teacher feedback practices that students‟ received on their academic writing assignments. population and sample there were 92 numbers of the population in this research. those are english department students in college and students in english courses in yogyakarta. the sampling method that the researcher used was non-probability sampling. thus, to achieve 95% confidence level, by referring to slovin‟s formula as manifested in the raosoft sample size calculator, there were 75 numbers of participants as the sample in this study. instruments there is one instrument in this research, the responsive pedagogy questionnaire (rpq). the rpq was originally developed by a research team for use in mathematics in lower secondary schools (smith et al., 2016). the rpq was adapted for the efl subject by nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 4 vattoy & smith (2019). it consists of 24 items divided into 5 domains. validity and reliability on perceived teacher feedback practice 0.89 (items 1-6), perceived external goal orientation 0.83 (items 7-10), perceived self-regulation 0.74 (items 11-14), perceived self-efficacy 0.89 (items 15-20), perceived efl teaching 0.88 (items 21-24). the rpq is scored with 4 likert points starting from strongly disagree (1) to strongly agree (4). data analysis data analysis techniques used microsoft excel to find out the mean and standard deviation of the variables. after that, the result was presented in the form of charts. the researcher took the same appropriate steps with this research. first, provided an online form for the questionnaires. second, distributed 24 items questionnaire to students through google form. third, download the data from the online questionnaire in the form of a spreadsheet. the last, analyzed the data used microsoft excel 2016 to find mean and standard deviation. research findings and discussion research findings 1. demographic survey result a. age figure 1. age survey result the overall age survey based on 75 participants has an age range of 20 – 36 years old. the vertical line is the age of the participants and the horizontal line is the number of age. there were 9 people aged 20 years old, 42 people aged 21 years old, 11 people aged 22 years old, 2 people aged 23 years old, 2 people aged 24 years old, 3 people aged 25 years old, 3 people aged 27 years old, 1 people aged 29 years old, 1 people aged 35 years old and 1 people aged 36 years old. b. gender figure 2. gender survey result nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 5 the overall gender survey result based on 75 participants found that 56 (74,7%) participants were female and 19 (25,3%) were male. 2. the overall survey result figure 3. the overall survey result the overall survey result. the vertical line is likert points and the horizontal line is the questions. the highest mean is question number 1 with the results of mean= 3.70 and sd= 0.56 of which the statement is “the feedback i receive from english teachers helps me understand the task better”. the lowest mean is question number 15 with the results of mean= 2.81 and sd= 0.76 of which the statement is “i am confident that i understand the most complicated material taught by the teacher”. 3. perceived teacher feedback practice figure 4. perceived techer feedback practice result perceived teacher feedback practice result. the vertical line is likert points and the horizontal line is the questions. the highest mean is q1 with the results of mean= 3.70 and sd= 0.56 of which statement is “the feedback i receive from english teachers helps me understand the task better”. the lowest mean is q5 with the results of mean= 3.36 and sd= nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 6 0.70 of which the statement is “when i receive back tests or tasks in english, i am told what i need to practise more to do better next time”. 4. perceived external goal orientation figure 5. perceived external goal orientation result perceived external goal orientation result. the vertical line is likert points and the horizontal line is the questions. the highest mean is q8 with the results of mean= 3.49 and sd= 0.62 of which the statement is “i receive enough help to understand what i need to learn in english”. the lowest mean is q9 with the results of mean= 3.26 and sd= 0.75 of which the statement is “the teachers help me set learning goals in english”. 5. perceived self-regulation figure 6. perceived self-regulation result perceived self-regulation result. the vertical line is likert points and the horizontal line is the questions. the highest mean is q11 with the results of mean= 3.64 and sd= 0.56 of which statement is “when there is something i do not understand in english, i try to find information that could make it clearer”. the lowest mean is q12 with the results of mean= 3.14 and sd= 0.69 of which the statement is “when i work with english, i force myself to check if i remember what i have learned”. nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 7 6. perceived self-efficacy figure 7. perceived self-efficacy result perceived self-efficacy result. the vertical line is likert points and the horizontal line is the questions. the highest mean is q20 with the results of mean= 3.56 and sd= 0.59 of which statement is “if i decide to achieve tasks in english, i can do it”. the lowest mean is q15 with the results of mean= 2.81 and sd= 0.76 of which the statement is “i am confident that i understand the most complicated material taught by the teacher”. 7. perceived efl teaching figure 8. perceived efl teaching result perceived efl teaching result. the vertical line is likert points and the horizontal line is the questions. the highest mean is q21 with the results of mean= 3.53 and sd= 0.70 of which statement is “i look forward to teaching of english” and the lowest mean is q22 with the results of mean= 3.29 and sd= 0.71 of which statement is “i like teaching in english”. discussion the result of data analysis shows that the participants have positive responses toward teacher feedback practices. for students, having a positive response about feedback is important to help students understand the task better and gives students clear guidance to improve their learning. zimmerman (1995) suggested that metacognition is not enough to support the learning process, there should be one additional factor which is self-regulation. nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 8 as proposed by vattoy & smith (2019), this factor also supports how students perceived feedback from their teachers. in accordance with these concepts, the findings of this research showed that teachers‟ feedback practice matters to the students (m=3.70). the findings of this research acknowledge that there are two significant issues following feedback delivery by teachers. the first one is that the feedbacks were seemed to be helpful in making students understand the instructions and task completion. however, it does not clearly make the students understand the materials. by this finding, it could be interpreted that there might be an issue on the task itself, maybe the content or how significant the task helps students understand the materials. there is why feedback tends to help understand only the instructions. the next possible issue is that since the study focuses on the feedback for academic writing thus the instructors and teachers focus on writing structure on the task. while academic writing itself more on skill-based courses instead of the content-based subject. thus the feedback refers to writing a good essay, and how to write a good opinion. to some extent, if this research is extended to content-based subjects, the feedback can be on the material. hattie & timperley (2007) state that effective feedback must answer three questions. the first question refers to a goal to achieve learning outcomes (where am i going). the second question is related to progress feedback (how am i going). the third question refers to students' next steps to improvement (where to next). thus, the feedback in academic writing should include, the first one is fit to the learning outcomes. the learning outcomes of academic writing are coherent, accurate, and relevant. the second one is how students proceed on the feedback, the teachers should not only give suggestions but also rechecking how the students work on each feedback or suggestion. the last one is to monitor how the students complete the task by finishing all of the feedbacks. by considering the result there is a possibility that the instructors and teachers of academic writing tend to accomplish only on the first questions that refer to the learning outcomes. based on the result of the questionnaire, most of the students give positive responses to teachers' feedback practices. the students strongly agree that teacher feedback helps them understand the task better. there was relevant research written by zhan (2016) in his journal “written teacher feedback: student perceptions, teacher perceptions, and actual teacher performance” stated that students‟ perception of teacher feedbacks was positive in the benefits they could have from the feedback and would improve their writing. it helped students much with grammar, organization, vocabulary and helped them find their problems. further is tom (2013) in his journal “students‟ perception and preferences of written feedback in academic writing”, the result showed that feedback from the teacher was effective and important to increase students‟ writing ability. conclusion from the discussion, it is concluded that feedback practices have been appreciated as positive, however, it depends on the teacher‟s way of giving the feedback. it shows that students appreciate the feedback from their teacher and perceived feedback as positive but the feedback they receive is not enough to help them understand the complicated materials. these findings have pedagogical implications that teachers of academic writing can consider not only to the instructions but also to the content or the material. this research however was limited to the participants of the academic writing course in yogyakarta. it might result differently when the data were collected in different cities. thus, further study regarding the perception of feedback practices could be extended to those of participants in another city. nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 9 acknowledgement i express my deep gratitude to mrs. intan pradita, s.s, m.hum (islamic university of indonesia) without her precious advice, feedback, and her enthusiastic help, the paper would not have been completed. references ali, h. i., & al-adawi, h. a. 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(2016). educating for the future: a conceptual framework of responsive pedagogy. cogen education, 1(3), 1227021. https://doi.org/10.1080/2331186x.2016.1227021. susanti, r. (2016). students' perceptions towards the effective feedback practices in the large efl writing class based on participants, gender, and english proficiency level. journal of advances in linguistic , 6(3), 1063-1069. https://doi.org/10.24297/jal.v6i3.4673. tom, a. a., morni, a., metom, l., & joe, s. (2013). students‟ perception and preferences of written feedback in academic writing. mediterranean journal of social sciences, 4(11), 72-80. https://doi.org/10.5901/mjss.2013.v4n11p72. ur, p. (1996). a course in language teaching practice and theory. cambridge: cambridge university press. vattøy, k. -d., & smith, k. 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(2017). teacher feedback to student oral presentations in efl classrooms: a case study. journal of education for teaching, 262-264. https://doi.org/10.1080/02607476.2016.1257507. http://dx.doi.org/10.5539/hes.v3n3p21 https://doi.org/10.1080/13562510500527685 http://dx.doi.org/10.14221/ajte.2015v40n1.10 https://doi.org/10.1080/23752696.2019.1644659 https://doi.org/10.1080/0969594x.2014.976541 https://doi.org/10.3102/003465430298487 https://doi.org/10.1080/09571736.2014.958190 https://doi.org/10.1080/2331186x.2016.1227021 https://doi.org/10.24297/jal.v6i3.4673 https://doi.org/10.5901/mjss.2013.v4n11p72 https://doi.org/10.1016/j.tate.2019.06.024 https://doi.org/10.1080/02607476.2016.1257507 nurjanah students’ perceptions about feedback ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 10 widiastuti, i. a., mukminatien, n., prayogo, j. a., & irawati, e. (2019). students‟ perception of assessment and feedback practices: making learning visible. international journal of sustainability, education, and global creative economic (ijsegce), 2(1), 1-8. https://doi.org/10.1234/ijsegce.v2i1.49. zhan, l. (2016). written teacher feedback: student perceptions, teacher perceptions, and actual teacher performance. english language teaching, 9(8), 73-84. https://doi.org/10.5539/elt.v9n8p73. zimmerman, b. j. (1995). self-regulation involves more than metacognition: a social cognitive perspective. educational psychologist, 30(4), 217-221. https://doi.org/10.1207/s15326985ep3004_8. https://doi.org/10.1234/ijsegce.v2i1.49 https://doi.org/10.5539/elt.v9n8p73 https://doi.org/10.1207/s15326985ep3004_8 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.9-17 doi:10.33394/jo-elt.v7i1.2735 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 9 students’ attitudes in learning english for tourism using google classroom in mataram tourism college ida nyoman tri darma putra english lecturer, sekolah tinggi pariwisata mataram, indonesia corresponding author email: ida.nyoman.putra@gmail.com a b s t r a c t s a r t i c l e i n f o the development of information and technology continues to grow in this revolution industry 4.0, especially in the development of technology with the internet. it influences the world of education, especially in learning methods. one of the developments in education and learning methods that are currently in use is google classroom. the purpose of this study is to identify how students' responses towards learning english profession using google classroom which is applied to the teaching and learning process at the mataram college of tourism. this research is survey research. the number of samples of this study was 135 students from mataram college of tourism. the variables examined in this study include aspects of ease in accessing, usefulness, communication and interaction, and students’ satisfaction in learning using google classroom. the result of this research shows that students in mataram tourism college feel accessing google classroom is easy to access, useful, easy for communication and interaction and feel satisfying with google classroom. from the interview, the respondents agree that google classroom offers helpful features that support the lecturers to manage the course efficiently and effectively. however, from the interview, it was found that the respondents felt that the quality of the learning processing was not better than conventional methods and they were uncomfortable during the learning processing in the google classroom. article history: received: may, 2020 revised: june, 2020 published: june, 20202018nline 09 sep 2018 keywords: attitudes, english, google classroom, how to cite: putra, i. (2020). students’ attitudes in learning english for tourism using google classroom in mataram tourism college. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 9-17. doi:https://doi.org/10.33394/jo-elt.v7i1.2735 introduction education as part of the life system in society, it always develops and changes. changes in the development of science and technology will require educational institutions to produce qualified and competitive graduates. moreover, in order to develop human resources for tourism quality standards. the mastery of english is one of the basic requirements to be able to compete in the globalization and revolution industry 4.0 era, (putra, 2018). the development of information and technology continues to develop, especially in the development of technology with the internet very rapidly affecting the world of education, especially in learning methods. one of the online learning methods that are currently being developed and put into use is google classroom. it is an application that is devoted to online learning media so that it can facilitate teachers and lecturers in making, sharing each assignment online. the use of google classroom will make learning more effective because it can be accessed at any time through the google classroom. mailto:ida.nyoman.putra@gmail.com putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 10 nowadays, the millennial generation always uses gadgets every day and always connects to the internet. students can use their smartphones to take classes or study online without leaving home. in addition, in 2020 people is very familiar with the internet and using the internet in learning. one of the well-known and easy-to-use learning media for online learning is to use google classroom. the utilization of google classroom can be through a computer or smartphone. google classroom is an application created by google that aims to help lecturers and students to organize classes and communicate with students without having to be bound by class schedules in class. besides that, lecturers can give assignments and directly give grades to the students. learning material can be conveyed with google classroom by utilizing the internet. google classroom is the use of learning media which uses the internet and improves students' knowledge and skills. google classroom helps in realizing learning objectives and makes it easier for both lecturers and teachers to manage to learn and convey information accurately and precisely to students (hakim, 2016). through learning with blended learning, students feel comfortable and active in constructing their knowledge. some features provided by google classrooms such as assignments, grading, communication, time-cost, archive courses, mobile applications, and quizzes. therefore, the results of this study are expected to provide a further understanding of learning english with google classroom so that it can be used as an alternative learning. many lecturers and teachers use conventional methods where lecturers dominate learning activities. implementation of learning with google classroom is expected to help lecturers evaluate the implementation of teaching and learning for a better way and understanding in the future. e-learning allows users to access learning course anywhere with the internet. according to agarwal & pandey (2012), e-learning focuses on the use of technology in learning and education. e-learning refers to the use of information and communication technology in the learning process that consists of electronic media. according to guri-rosenblit (2005), elearning is the use of electronic media for various learning purposes which range from conventional function in the classrooms to face-to-face meetings with online conferences". stockley (1996-2017) states, e-learning involves the use of electronic devices in several ways to provide educational training or learning objectives. sangra et.al (2012) said e-learning can be defined as the natural evolution of distance learning that uses the latest tools in the context of technology for regulation in education. from this definition, we can conclude that e-learning utilizes electronic devices to provide educational online learning. e-learning simplifies the teaching and learning process because it excels in several ways such as sharing material or files, submitting assignments, and quizzes. e-learning has also been applied in many educational institutions. through elearning, both lecturers or teachers and students can easily communicate. besides that, it is easier for lecturers or teachers to provide feedback on assignments. google classroom is a tool that facilitates student and teacher collaboration; teachers can also create and distribute assignments for students in online classes for free (beal, 2017). google classroom can be a tool that makes students actively participate in the course. nagele (2017) stated that teachers can make active, student-centered, collaborative, and unforgettable lessons only through google classroom. google classroom is useful for all categories of students and includes adult learners. learning with google classroom is very efficient because it does not use paper, can be accessed anywhere and anywhere as long as there is an internet connection and can be accessed from any device. it also provides communication and interaction between teachers and students, provides feedback, and customized course learning. it has adequate learning feature that makes the teacher actively create and deliver assignments and also provide feedback to students. google classroom makes it easy for educators to manage student work assignments. putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 11 utilizing google classroom is very easy, firstly, sign in using https://classroom.google.com/, and sign in using a google account with an email address. to create a first class, click the "+" button next to the email address. "create class" will appear. after that, add the class name. the teacher can add details about the class, such as descriptions and instructions for students on the "about" tab, and also the google drive folder for class material and can attach course outlines and lesson plans. finally, the class is ready and students can freely join if they have an email account and they must find the class code in the "stream" tab. many activities we can do with google classroom when class is conducted such as making announcements, giving announcements about class updates, attaching class files and materials, making and uploading assignments for students with the due date, downloading material that has been uploaded by the teacher, making questions for discussion, and reusing posts like, announcements, assignments, and questions in other classes. google classroom provides helpful features for its users such as free of charge, mobilefriendly, and time-saving. moreover, google classroom is also very easy to use. based on janzen (2014), "the design of google classroom deliberately simplifies the instructional interface and the options used to send and track assignments; communication with the course or individual is also simplified through announcements, emails, and notifications". using google classroom costs nothing. it's free for anyone as long as they are connected to the internet and can be used on any mobile device as long as there is an internet connection. janzen (2014) also states that access to learning material that is interesting and easy to interact is very important in a learning environment that is connected to the internet. by using google classroom, teachers and students can save their time. according to iftakhar (2016), google classroom can be integrated with other google applications, such as, google documents, google slides, google drive, and google spreadsheets. however, google classroom also has some limitations as mentioned by pappas (2015) such as limited integration options, no automatic updates, difficulty in sharing, and editing problems. it also has a problem with managing instructional materials and setting deadlines for assignments because google classes are not synchronized with google calendar or other calendars. some google classrooms buttons are only familiar to google users. in addition, students cannot share their documents with others without permission from the teacher. students can only edit assignments after they create and distribute them to google classroom. they can save and delete any part of the assignment. nevertheless, we can conclude that google classroom is a good thing for students and educators such as lecturer and teachers because it is easy to use, efficient, and effective. it also provides a better environment and allows collaboration between teachers and students to be easier. with google classroom, the learning process can be effective and efficient because students and teachers can access google classroom anytime and anywhere with electronic devices via an internet network. media has an important role in learning. the media can get students and teachers involved in the class. media in the classroom creates new learning experiences and hones critical thinking skills. meanwhile, tileston (2003) states that media can have an effect on student modality, management of motivational behavior, achieve higher levels of thinking, and real-world applications. thus, the media is important in the learning process. media makes it easy to access information, makes the learning process interesting, and also makes students happy. the use of learning media can arouse desires, new interests, can motivate and stimulate learning activities and even affect the psychological of students (sari, 2016). the advantage of using media based on pedagogy in action (2018), such as; the media can attract students 'attention and retain students' interests, students can sharpen their analytical skills, enable students to see new concepts and examples, experience the world beyond their abilities. in addition to the many benefits, there are also a number of putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 12 shortcomings that must be kept in mind when using media. the challenges of using media according to perez (2015) are; how to apply media effectively, understand how it works, and how to integrate media in learning. finally, using media in the classroom makes students aware of current changes in electronic communication. through media, students not only learn to access material and information but also respect and are wise using the media. in addition, the use of smartphones and computers was also used for learning a language. from the results of previous studies in the use of computers as media showed students showed a positive attitude towards the use of computers in foreign language learning programs (putra, 2019). research method research design this study aims to identify how students' responses/attitudes towards learning english profession using google classroom. google classroom was applied for the teaching and learning media at the mataram tourism college. this research uses quantitative research methods based on the objectives and needs of the research. according to creswell (2009), quantitative research is an approach to test the objective theory by examining the relationships between variables. these variables can be measured with instruments; thus, the amount of data can be analyzed using statistical procedures. this research specifically can be classified as survey research. survey research provides a quantitative or numerical description of trends, attitudes, or opinions of a population by studying the sample of the population (creswell, 2009). the purpose of this survey is to explain the characteristics of a population. basically, what researchers want to find is how members of the population are distributed themselves on variables or more (for example age, ethnicity, religion, attitudes towards school). population and sample this research was conducted at the mataram college of tourism. according to arikunto (2006), the population is the whole subject of research. the population in this study consisted of 300 students based on the total active students at the mataram tourism college. samples are part of the population that has the same characteristics (arikunto, 2006). the population of this study consisted of 300 students between 2018 and 2019. the sample selection technique in this study used probability sampling. this is a sampling technique that provides equal opportunity for each element (member) of the population to be chosen as a sample member. according to creswell (2009), in probability sampling, a representative sample of a population provides the ability to generalize a population. the number of samples of this study was 135 students of mataram tourism college. instruments research instruments are tools that are selected and used by researchers in carrying out their activities to collect data, in order to make it systematic and easy (arikunto, 2006). in this study, researchers used a questionnaire as an instrument. student responses will be measured by a questionnaire as a research instrument adopted from shaharanee et.al (2016), with an internet self-efficacy scale developed by eastin & larose as a reference. the aspects of the questionnaire were ease of access (6 questions), perceived use (7 questions), communication and interaction (6 questions), and student satisfaction (4 questions). they were measured with a likert scale that consists of 5 measure scale. data analysis the questionnaire used in this study was taken from shaharanee et.al (2016). the first part is designed to collect respondent information, such as name, age, gender, and the number putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 13 of students. it is only general personal information for respondents to fill out a questionnaire. this questionnaire is presented by circling numbers (1, 2, 3, 4, or 5). variables will be measured on a 5 measure with a likert scale from 1 (strongly disagree) to 5 (strongly agree). in quantitative research, there are two methods for analyzing data (descriptive statistics and inferential statistics). descriptive statistics are statistics used to analyze data by describing the data that has been collected, because without intending to make general conclusions or generalizations. meanwhile, inferential statistics are statistical techniques used to analyze sample data and the results are applied to populations. in addition, these statistics are very suitable for use when samples are drawn from well-defined populations, and samples are randomly collected. sugiyono (2012) stated that the sampling technique is conducted randomly. the data collection techniques use quantitative research methods. the quantitative or statistical data analysis was used to test the hypotheses that have been set. the research method in this research was quantitative method because the data in this research was in the form of numbers. the following steps were used to analyze the data in this study: 1. reviewing online learning with google classroom with shaharanee et.al (2016) questionnaire was chosen as an instrument. 2. check item at a time in the questionnaire to make sure that the meaning is easy to understand. 3. distributing 23 questionnaire items to the respondents. 4. the results were analyzed using spss to analyze data from the questionnaire into a statistical package. 5. the main findings can be analyzed by looking at all the average scores from highest to lowest. high scores indicate that respondents are satisfied with google classroom; therefore, this shows that it is useful and efficient as an active learning media. low scores indicate that respondents are not satisfied. research findings and discussion research findings based on the results of the questionnaire answered by the respondents, the average of ease of access is shown in the table below. table 1 mean score of google classroom ease of access aspect statement mean signing on to the google classroom 3.72 accessing course materials 3.33 sending and receiving assignments 3.72 submitting assignments 3.61 navigating the system 3.33 easy to understand the system 3.43 table 1 describes the ease of access of google classroom. the highest average is from question number 1 (signing on the google classroom) with a score of 3.72. thus, it can be putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 14 concluded that respondents feel signed on to the google classroom is easy in google classroom. from the questionnaire and interview, the majority of the respondents agree that it is easy to access the classroom. this result is similar to iftakhar (2016), that among students' participants of his research, agreed that google classroom was effective and easy to use. table 2 mean score for perceived usefulness statement mean the quality of learning activity was excellent 2.96 google classroom is an excellent medium for social interaction (lecturer vs students and students vs students) as demonstrated by this activity 3.03 google classroom helps me to submit assignments on time 3.48 the course activities helped me to examine issues, to evaluate new ideas, and to apply what i have learned 3.22 the feedback provided by the lecturer is useful 3.40 the grading system in google classroom help in monitoring my performance and understanding the current topic discussed 3.22 the subject objectives, assessments and content were consistent with the aid of google classroom 3.29 table 2 describes the perceived usefulness of google classroom. the highest average is from question number 3 (google classroom helps me to submit assignments on time) with a score of 3.48. from the questionnaire and interview, the respondents feel that the use of the classroom class is useful and efficient in time. the respondents can upload files at a time and can join the class from anywhere and anytime. this result is similar to wijaya (2016), that they are already feeling the benefits provided by the e-learning itself. it also means that students benefit when using google classroom. however, the quality of the learning processing showed that the respondent did not find it better than the conventional learning method. putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 15 table 3 mean score for communication and interaction statement mean i felt comfortable conversing through this medium for this activity. 2.98 the lecturer helped to keep the course participants engaged and participated in productive discussions. 3.33 i feel comfortable interacting with other participants in this activity. 3.12 my point of view was acknowledged by other participants during this activity. 3.20 lecturers are enthusiastic in teaching and explaining via the google classroom 3.11 lecturers are friendly, approachable and could be easily contacted. 3.16 table 3 describes the communication and interaction of google classroom. the highest average is from question number 2 (keep participants engaged and participating in productive discussions) with a score of 3.33. more than 30% of the respondent from the questionnaire felt that the use of the classroom was engaging during the course, everyone had the chance to convey their thoughts on the topic being discussed. however, from the score, it showed that the respondent was feeling uncomfortable during the learning processing in the classroom. table 4 mean score for learners 'satisfaction statement mean the subject met my personal goal through the medium introduced 3.15 i would recommend this method of learning to be applied to another appropriate subject 3.21 google classroom is my first choice in active learning compared to other methods 3.10 i like the google classroom as a learning initiative and motivation booster 3.11 table 4 describes the aspect of learners' satisfaction using google classroom. the highest average is from question number 2 (i would recommend this method of learning to be applied to another appropriate subject) with a score of 3.21. from the review, more than 65% of the respondents were satisfied with the google classroom as media for learning. this result is similar to shaharanee et.al (2016) that many students feel satisfied with google classroom because of its effectiveness and efficiency. putra students’ attitudes in learning ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 16 discussion overall result of this study as follows, for the ease of access of google classroom, the highest mean score is about signing on the google classroom with a score of 3.72. it was found from the questionnaire and interview; the majority of the respondents agree that it is easy to access the classroom. meanwhile, in the aspect of perceived usefulness, the highest mean score is related with whether google classroom helps learners to submit assignments on time with a score of 3.48. unfortunately, the quality of the learning processing showed the lowest score. in the aspect of communication and interaction, the highest average is from item number 2 (keep participants engaged and participating in productive discussions) with a score of 3.33. however, from the score, it showed that the respondents were uncomfortable during the learning processing in the classroom. finally, for the aspect of learners' satisfaction using google classroom. the highest average is about recommending google classroom to be applied to another subject) with a score of 3.21. in the interview, more than 65% of the respondents were satisfied with the google classroom as media for learning. therefore, from result of this study and interview with the respondents, the researchers suggest the following advices and guidance for a better way teaching with google classroom. first, the instructions to complete the assignments should be stated clearly. second, an example for the assignment should be provided. third, the rubric and criteria for assessment such as quiz and other form of assessment should be used in order to motivate learners. fourth, time duration for submitting the assignment should consider the difficulty of the assignments. conclusion in conclusion, this research shows that in general, students in mataram tourism college feel accessing google classroom is easy to access, useful, easy for communication and interaction and feel satisfying with google classroom. google classroom offers helpful features that support the lecturers to manage the course efficiently and effectively. google classroom is easy to use, free, paperless, and flexible for teaching language. however, from the interview, it was found that the respondents felt that the quality of the learning processing was not better than conventional methods and they were uncomfortable during the learning processing with google classroom. references agarwal, h., & pandey, g. n. 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(2016). manfaat media pembelajaran berbasis ict (information and communication technology) dalam pembelajaran bahasa indonesia. in n. suryani (ed.), pengembangan ict dalam pembelajaran. seminar nasional teknologi pendidikan, pascasarjana program studi teknologi pendidikan universitas sebelas maret, surakarta, 28 november 2015 (pp. 115-123). surakarta: uns. shaharanee, i. n., jamil , j. m., & rod, s. s. (2016). google classroom as a tool for active learning. aip conference proceedings. stockley, d. (1996-2017). e-learning definition and explanation (elearning, online training, online learning). retrieved juni 2 nd , 2020 from www.derekstockley.com.au: http://www.derekstockley.com.au/elearningdefinition.html. sugiyono. (2012). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. tileston. (2003). the importance of media in the classroom. sage publishing. wijaya, a. (2016). anlysis of factors affecting the use of google classroom to support lecturers. the 5th iciba 2016, international conference on information technology and engineering application, (61-68). palembang-indonesia. https://www.securedgenetworks.com/blog/how-google-classroom-is-/making-interactive-learning-more-productive https://www.securedgenetworks.com/blog/how-google-classroom-is-/making-interactive-learning-more-productive http://139.59.120.216/index.php/joelt/article/view/2308/1617 http://ejurnal.binawakya.or.id/index.php/mbi http://www.irrodl.org/index.php/irrodl/article/view/1161 http://www.derekstockley.com.au/elearning-%20definition.html jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.41-50 doi:10.33394/jo-elt.v7i1.2627 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 41 the prepositional errors in students’ writing #1 riya risqi setyaningrum, *2 riryn fatmawaty #1 english education department, universitas islam lamongan, indonesia *2 english education department, universitas islam lamongan, indonesia corresponding author email: riyarisqi@unisla.ac.id a b s t r a c t s a r t i c l e i n f o one of the important things in writing is grammar. the grammatical errors in writing may or will distort and disturb the coherence of the piece of writing. a preposition is a part of grammar that important to connect one word to another. some students ignore the preposition in the right way. so, this study is eager to analyze the errors in using preposition produced by the students' first semester of english education department at unisla in academic years 2019/2020 that consist of 45 students. the study focuses on what kinds of prepositional errors that are usually produced and the types of errors in using preposition mostly produced. this study uses descriptive qualitative to describes the reasons for preposition errors occur by analyzing the students' writing. the result is the students' first semester still produces some errors in; omission, addition, misformation, and misordering. the types of error that produced by the students is misformation errors with percentage 44,93%. it means the teachers have to pay more attention to teaching prepositions. article history: received: may, 2020 revised: june, 2020 published: june, 2020 keywords: writing, preposition errors, how to cite: setyaningrum, r., & fatmawaty, r. (2020). the prepositional errors in students’ writing. joelt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 41-50. doi:https://doi.org/10.33394/jo-elt.v7i1.2627 introduction language is a social aspect for human life, a form of behavior, and a fundamental part of human life in society. language has an urgent part in human life because it is a means of communication. communication uses by all people to interact to other people. by using language, people are able to express their feelings, thought, opinions, and ideas. a language is a tool for expressing ideas or relating information and messages to other people (brown, 2007). in communicating with others, people have to use language properly and correctly to convey their intentions without any mistakes. one of language that uses to communicate in the world is english. english is an international language that uses by all people in the world. in indonesia, english is a foreign language that has to learn and used. indonesian people have to master their language to face the globalization era where it has implications in politics, economy, culture, and education. in education, all of the students have to master four skills; speaking, writing, reading, and listening. both speaking and writing are productive skills. the students have to master it more to communicate with other people in the world. moreover, students need to master vocabulary and grammar. grammatical aspects that have to master are verbs, nouns, adjectives, articles, gerunds, preposition, and others. conducting english grammar is not as easy as master vocabularies. mailto:riyarisqi@unisla.ac.id setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 42 both of speaking and writing, we have to use correct words or structure. it becomes a difficult problem faced by indonesian students in learning english. almost all students use indonesian grammar in their speaking and writing, so the sentences or utterances are errors. some of the previous studies discussed that the problems of speaking and writing that use by indonesian students is a grammatical error. the factors in grammatical error are the students have been influenced by the intervention of the first language (mother tongue or indonesian language) (suzanne, 2017), the indonesian students make some errors due to transfer the first language (napitupulu, 2017), and the students were still confused in selecting the right prepositions (anjayani, suprapto, & hum, 2016). especially in english writing, the students used some errors in preposition. there are some studies about analyzing the students’ error in writing. anjayani and hum (2016) in their research explain that based on analyzing 72 students’ writing, they found 1002 prepositions, 11.68% of students were incorrect in writing preposition, 66.67% were error on the use of preposition of place, and 21.65% were error due to interlingua transfer. another research was done by napitupulu (2017) about analyzing linguistic errors in writing an english letter found that 42.4% were error in grammatical, 26.7% of syntactic error, 17.9% of substance errors, and 13% of lexical errors. this research has similarities with the research before who done by anjayani and hum (2016) who state that students’ error in writing due to the first language transfer or use the mother tongue to write in english. considering the problem above, grammar is one of the important things that have to master by all of the students especially in indonesia to avoid the use of first language transfer and the use of the mother tongue in improving their english writing. the essential grammar is a part of language learning that no one can have to claim against teaching it (okurkova klara, 2008). writing without regard to grammar would be disorganized and causes the problem in communication. the reader will be misunderstanding with the writers' mean. in reducing the readers' misunderstanding, the writers have to understand well about grammar. the basic grammar that has learned to avoid the misunderstanding by the reader is preposition. a preposition is a small thing to connect one word to another. it is simple but not all the students correctly used it. preposition are words that consist of at, in, on, near, with, without that uses noun phrases providing information about time (at nine o'clock, in the evening), place (on the chair, at home) and other connections (with a spoon, without you) involving actions and things (yule, 2010). it is a tool to organize the sentence become meaningful. a preposition is words that connect one sentence to another, it shows that both sentences are interconnected (seaton & mew, 2007). error in a preposition is due to incomplete learning of the rules. the different parts of speech in sentences could fluster the learners and let them make the prepositional error such as omission, addition, or selection of the wrong prepositio n in english (murshidi, 2014). the error prepositions in students’ english writing are influenced by some factors. there are two reasons of errors; first is inter-language errors that used by learners of l1 or mother tongue and second is intra-lingual and developmental errors that used by learners’ ability at specific phase and demonstrate certain of the general characteristics of language acquisition (richards, 1971). another researcher states that there are four types of errors in writing preposition; omissions, additions, misformation, and misordering (dulay, burt, & kransen, 1982). based on the problems above, it means that the students do not master the english grammar well. dealing with the explanation above, this research elaborates the analyzing what are the kinds of errors preposition that produces by students of the first semester of english education department at unisla and the types of errors are mostly produced in students’ writing. the research was done in 2019. hence, this research was done to identify and setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 43 analyze the kinds of errors that are mostly produced by the students of the first semester of english education department at unisla. research method research design this research attempt to analyzing the kinds of errors preposition in students’ writing english and most of the errors preposition that produced by students in their writing. the researcher conducted a descriptive qualitative method. it was related to qualitative research. the qualitative method helps the researcher to understand more about people, social, and cultural phenomena in around their live (dörnyei & griffee, 2010). the source of data is students’ writing assignment. the data obtained from students' writing assignments. the researcher classified the students' error based on dulay, et al (21982), she calculated the percentages of error that found in students' writing assignment, and then she interpreted the data descriptively. subject of research the subject of this study is the students' first semester of english education department at universitas islam lamongan in the academic 2019/2020. english education department has two classes in the first semester. a class consists of 23 students and b class consists of 22 students. the total of students are 45 students, it means that there are 45 students' writing assignments which analyzed. the researcher uses students' writing procedure text to be analyzed. instruments the instrument of this research is documentation. documentation contains text (words), images, or tables that recorded without researcher’s interference (bowen, 2009). the main instruments of this research were the researcher herself and the partner in her institution. in qualitative research, the researcher is as an instrument (patton, 2002). the researchers identified the kinds of prepositions in students’ writing assignment. after getting the data from identifying, the researcher classified errors preposition into four kinds of errors by using theory suggested by dulay, et al (1982). then, the researchers identified the most errors preposition in students’ writing. data analysis qualitative research is a method which conveyed in descriptive analysis to describe and to interpret the result of qualitative data. in conducting this study, it needs some procedures. it is elaborated like; firstly, to collect the data writer give the students an assignment. the writer does not limit the topic of the students' writing assignments. the students' writing assignment analyzed by classifying the errors in preposition based on four types of preposition errors. then the writer classified the error on the table in her notes. the table shows the kinds of prepositional error are produced and the types of error are produced. table 1 students' error in writing setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 44 second, the writer accumulates the percentages of the most errors are produced by students in writing preposition. the writer counts the frequency and percentages of each error. it put it on the writer's notes. the accumulation of percentages of error analysis in a preposition is to know the most error types produced by students. the percentages of are count by the following formula: figure 1. formula of percentages third, after analyzing and classifying the students' errors in writing prepositions, the writer interpreted all of the data descriptively. then the writer concluded the study. second, the writer accumulates the percentages of the most errors are produced by students in writing preposition. the writer counts the frequency and percentages of each error. it put it on the writer’s notes. the accumulation of percentages of error analysis in preposition is in order to know the most error types produced by students. research findings and discussion research findings 1. kind of errors in prepositional there are four errors in the preposition (dulay, burt, & kransen, 1982). this study has been analyzed the students' errors based on his theory. students' writing assignment has been analyzed by the writer to know the kind of errors produced in the student's writing. it grouped incorrect sentences into each type of errors. those kinds of incorrect use of prepositions are counted to know the percentage and to identify the most errors are produced. it describes below. a. omission dulay et al (1982) state that sentence called error when there is an absence of an item that must not appear in a well-formed utterance. here, some students made omission since they did not know there were components or certain other words that must appear in their sentences. most errors were made in using prepositions or linking verb. the lists of omissions' errors are presented in table 2. table 2 omission errors considering the table above, the researcher describes the sentences based on the kind of omission preposition used by students of the first semester. setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 45 first, the sentence "after i arrived her house, i put my motorcycle". this sentence is wrong. the correct preposition before "her house" is "at". the use of "at" should appear in that sentence because it shows the place. according to collins (1991), preposition is applied in several situations such as when something happens at a particular time; if we are at a place and being there; and if we point at something. we use "at" to show a point or particular location or smaller places. it means "her house" is a particular location. so the correct sentence is "after i arrived at her house, i put my motorcycle". there are similar error sentences in using "at". it shows on the table 4.1 numbers, 6, 10, 12, and 14. number 8 is used the preposition "at" at specific times. the sentence "i arrived in my home on 9 p.m". "on" should change with "at" because "9 p.m" is a specific time. so, the sentence is "i arrived in my home at 9 p.m" second, the sentence "we want play at home" is also wrong because there is an absence of item that should be present in that sentence. the correct one is "we want to play at home". it caused there two verbs in that sentence "want" and "play" so the second verb must be followed by "to". it also happened on number 5 and 11. third, "every afternoon we decided to go home" the third error in this omission. the error omission is in using the preposition of time. the correct sentence is "in the afternoon we decided to go home". the preposition "in" is used with specific time expressions referring to the morning, afternoon, or evening. fourth, the sentence "i must be waiting 3 hours". there is an absence preposition in this sentence, it is "for". the preposition "for" is used to show time duration or period. so the correct sentence is "i must be waiting for 3 hours". fifth, the sentence "i went in market in buying some fruits" is omission preposition. the preposition "to" is needed to show a direction. so the correct sentence is "i went to market to buy some fruits". the similar error based on table 4.1 is number 6. sixth, the sentence "i played football together by my teacher" is incorrect. the sentence must appear the preposition "with" to show togetherness. so the correct sentence is "i played together with my teacher". the last sentence is the error of using "of" in a sentence "i always dreamed being famous". the use "of" expresses the relationship of a part of something to its whole. so the correct sentence is "i always dreamed for being famous". b. addition the second type of preposition errors is addition errors. it is one of the preposition's errors that characterizes by the presence of an item that must not appear in a well-formed utterance (dulay, burt, & kransen, 1982). the additions' errors show in the table 3. setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 46 table 3 addition error following the table 3, the writer analyzed the sentences based on types of addition. 23 sentences found in the students' first-semester writing. first, the sentence number 1 and 12; "we are arrived in here tonight" and "we tried a few games in there" are not correct. there is an error in using the preposition of place. the preposition "in" have to omit in those sentences. if those sentences using "in", it means incorrect. those sentences do not need it because it has a double meaning. so the correct sentences are "we are arrived here tonight" and "we tried a few games there". similar sentences have shown on the table above (see numbers 3, 4, 5, 6, 7, 13, 15, 16, and 24). it also happened in the sentence "i went to the kindergarten to teach in there". it does not need preposition "in" because the word "there" shows adverb of place. so the correct sentence is "i went to the kindergarten to teach there". second, the sentence "mr. isyul told to us about the location" is incorrect. the verb "told" in this sentence normally followed by a direct object without a preposition. so the correct sentence is "mr. isyul told us about the location". third, the sentence "we brought our breakfast to on my car" is not correct. this sentence has two prepositions. the preposition "on" must omit because the preposition "to" has shown a direction. so the correct sentence is "we brought our breakfast to my car". the can use "on" in the sentence "we took picture on ship" because "on" express a surface something. fourth, the sentence "i went to home" is the fourth of addition error in students' first semester writing. the use of "to" in that sentence is wrong, we must omit it. this sentence does not show direction. here, the word "went home" means "pulang" in indonesia. so the correct answer is "i went home". the similar sentences based on the table above is number 18. setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 47 fifth, "we enjoyed for the game" and "i call for my brother" are incorrect sentences. those sentences do not need the preposition "for" because both sentences have direct objects. the direct objects are "the games" and "my brother". so the correct sentences are "we enjoyed the game" and "i call my brother". it means that those verbs are normally followed by a direct object, so it not used preposition in those sentences. it also happened in the sentence "i enjoy to the sight" is incorrect. the direct object "the sight" does not need a preposition, so the right sentence is "i enjoy the sight". a similar sentence based on the table above is number 22. sixth, the use of "to" in a sentence "we can to see them" does not need it. it is a grammatical error. the use of preposition after modal (can) is incorrect. in the present form, the correct sentence is "modal + verb1", so the correct answer is "we can see them". c. misformation the third error in a preposition is misformation. dulay et al (1982) state that misformation error is the incorrect presence of an item in an utterance. there were 31 students’ error misinformations in their writing. the misformations' errors show in the table 4. table 4. misformation errors setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 48 considering the table 4, the writer took some samples to analyze and it describes below. first, the sentence "different in city, its air is very cold" is an incorrect sentence. the words "different in" must be replaced "different from" because the sentence compares two objects, they are city and village. so the correct sentence is "different from city, its air is very cold". second, the sentence "we felt upset because my friend failed to audition" is incorrect. the writer must uses preposition "in" to express the caused or the purpose of something we have done. based on the sentence, the writer's friend had an audition and he failed. so the correct sentence is "we felt upset because my friend failed in audition". third, the sentence "my first job is difficult to me" is not correct. the preposition "to" follows a verb, like work, study, understand, and others. the word "me" is not a verb, it is a person. so it can replace by "for" because it can follow by non-verb, like noun or pronoun. the sentence should be "my first job is difficult for me". the similar incorrect sentences based on the table above are numbers 5,12, 14, 21, and 23. fourth, the sentence "in the sixth grade, i have to go to study tour" is not correct. an error preposition found "in" instead "at". here, "in" shows the grade, so it has to replace "at". so the correct sentence is "at the sixth grade, i have to go to study tour". the use "at" has been described above. the similar incorrect sentences based on the table above are numbers 2, 4, 6, 7, 9, 10, 13, 15, 16, 17, 18, 19, 27, and 29. sometime the use of "at" to explain the specific place is not correct because however, we use the preposition based on the function of a sentence. such as "we just walk at the street to see the panorama" is not correct. it has to replace "along". the preposition "along" describes that the people have a meaning moving on to other places. so the correct answer is "we just walk along the street to see the panorama". fifth, "we around the university by foot" is incorrect. the word "foot" in this sentence is not an instrument that they use to around the university, but it is the manner how they rounded the university. it must be replaced by "on foot". so the correct sentence is "we around the university on foot". sixth, "i am forbidden with my mother" is not a correct sentence. the use "with" is an error of misformation. it has to replace by "by" because it is a passive voice. in this case, it is a preposition of agents that used for a thing. it is caused by another thing in a sentence. so the correct sentence is "i am forbidden by my mother". the last is the differences between using the preposition "in" and "on". "in" is used to talk about a situation in which something is enclosed by something else. on the other hand, "on" is used to talk about the situation when the object is placed above or outside something else. "in" used to showing time such as month, years, season, decades and century, whereas "on" followed by day, date, and special occasion. the sentence "i put my cellphone in table" is wrong. it has to replace "on" because "on" represents something is placed above something and is in tough with it. so the correct sentence is "i put my cellphone on table". the similar sentence is on number 31. d. misordering the last type of preposition errors is misordering. it is characterized by incorrect placement of morpheme or a group of morpheme in an utterance (dulay, burt, & kransen, 1982). based on the analysis of students' first-semester writing, there is an incorrect sentence. it shows in table 5. setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 49 table 5 misordering error based on the table 5, it can see that sentence is incorrect. the correct one is "at about" because the preposition "at" shows the time of the clock and "about" is used to indicate approximate time. so, this sentence has incorrect placement of an item. the correct sentence is "we leave from house at about 7 o'clock". 2. the most types of prepositional error the most errors were made by the students is misinformation. it caused that they are less familiar with english structure. it was supported by a statement of muhammad fajri et al (2017), the cause of learners making misinformation was they did really not comprehend yet about the transformation of particular words. considering the data and explanation above, the researcher counted the percentage of each preposition errors in writing that produced by the students' first semester of english education department at unisla. the total percentage of errors show in the following table 6. table 6 percentage of preposition errors the table 6 shows that the students who produced omission errors are 20,29%, 33,33% of students’ writing are additions' errors, 44,93% of students’ writing are misformations' errors, and 1,45% of students’ writing are errors in misordering. so the most types of prepositional error that produced in writing by the students’ first-semester of english education department at unisla is misformation errors. discussion based on the finding above, first, there were 14 omission errors. it means that there was 20,29 percent of omission errors in students' writing preposition. the result showed that there was an absence of an item that must not appear in a well-formed utterance. second, there were 23 additional errors. it means that there was 33,33 percent of additional errors in students' writing prepositions. based on the result of analyzing, there was an item that must not appear in a well-formed utterance in the students' writing. third, the error found in analyzing students' writing is misformation errors. the students' writing can be said misformation error due to the incorrect presence of an item in an utterance. there were 31 misformation errors. it means 44,93 percent of students' error in writing preposition was misformation. the last was the misordering error. it called misordering error due to incorrect placement of morpheme or a group of morpheme in an utterance in students' writing. there was only 1 student who is incorrect placement of morpheme or a group of morpheme in an utterance. the percentage of it was 1,45 percent. so, considering the finding, identifying the types of error that were mostly produced was misformation error. it caused that students are not familiar with english structure and also they did not comprehend yet about the transformation of particular words, especially in english. setyaningrum the prepositional errors in ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 50 conclusion as known on the discussion above, most of the students' writing found preposition errors. it means although the students have a high grade of education, they still make some errors in writing prepositions. it has been shown at finding the result of this study. between four types of errors; omission, addition, misinformation, and misordering, mostly, they made error in misinformation. so that way, they have to learn more about grammar, especially in a preposition, so that no more errors are found in writing preposition and they have to understand well about the importance of learning grammar to support their writing in english. the lectures must have some creative techniques or methods or media or approaches in teaching grammar to the students to understand well about each kind of grammar that they have learned. so, they can implement it to write and speak in english correctly. references abdillah, muhammad f., et al. (2017). an analysis of grammatical errors in learners' descriptive writings at sma al-kautsar bandar lampung. unila journal of english teaching, 6(9), 1-13. retrieved from https://www.neliti.com/id/publications/213717/an-analysis-of-grammatical-errors-inlearners-descriptive-writings-at-sma-al-kau. anjayani, p., suprapto, d., & hum, m. (2016). error analysis on the use of prepositions in students ’ writing ( a case study of the eleventh grade students of sma negeri 9 semarang in the. journal, 5(2), 1–6. retrieved from https://journal.unnes.ac.id/sju/index.php/elt/article/view/11227. bowen, g. a. (2009). document analysis as a qualitative research method. qualitative research journal, 9(2), 27–40. https://doi.org/10.3316/qrj0902027. brown, h. d. (2007). principles of language learning and teaching (fifth edition). new york: pearson education, inc. collins. (1991). collins cobuild english guides: preposition. london: harper collins publisher. dörnyei, z., & griffee, d. t. (2010). research methods in applied linguistics. tesol journal, 1(1), 181–183. https://doi.org/10.5054/tj.2010.215611. dulay, h., burt, m., & kransen, s. (1982). language two (vol. 67). new york: oxford university press, inc. murshidi, g. al. (2014). the difficulties of uae university students in the use of preposition. 10(17), 173–191. napitupulu, s. (2017). analyzing linguistic errors in writing an english letter: a case study of indonesian undergraduate students. international journal of language and linguistics, 5(3), 71. https://doi.org/10.11648/j.ijll.20170503.12. okurkova klara. (2008). a grammar practice book for adult beginner learners of english. patton, m. (2002). qualitative research and evaluation methods (3rd ed.). newbury park, ca: sage. richards, j. c. (1971). a non-contrastive approach to error analysis. elt journal, 25(3), 204–219. https://doi.org/10.1093/elt/xxv.3.204. seaton, a., & mew, y. h. (2007). basic english. in english studies (1st ed.). https://doi.org/10.1080/00138384608596774. suzanne, n. (2017). an aanalysis of preposition errors: the case of in, on, and at. lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 11(1), 13. https://doi.org/10.24036/ld.v11i1.7408. yule, g. (2010). the study of language (fourth edition). new york: cambridge university press. https://www.neliti.com/id/publications/213717/an-analysis-of-grammatical-errors-in-learners-descriptive-writings-at-sma-al-kau https://www.neliti.com/id/publications/213717/an-analysis-of-grammatical-errors-in-learners-descriptive-writings-at-sma-al-kau https://journal.unnes.ac.id/sju/index.php/elt/article/view/11227 https://doi.org/10.3316/qrj0902027 https://doi.org/10.5054/tj.2010.215611 https://doi.org/10.11648/j.ijll.20170503.12 https://doi.org/10.1093/elt/xxv.3.204 https://doi.org/10.1080/00138384608596774 https://doi.org/10.24036/ld.v11i1.7408 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.74-82 doi:10.33394/jo-elt.v8i1.3788 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 74 the use of cloze test to test reading comprehension of non-english department students sri sukarni english lecturer, fbmb, universitas pendidikan mandalika, indonesia corresponding author email: srisukarni@undikma.ac.id a b s t r a c t s a r t i c l e i n f o this research aimed to describe the result of the non-english department students’ reading comprehension tested by using cloze test and the effect of using cloze test on non-english department students’ achievement on reading comprehension. this research is classified into pre-experimental research that used one group pre-test and post-test design. the population of this research is the non-english department students in the academic year 2020/2021 with a total number of 107 students. the researcher used non-probability sampling type purposive sampling technique and there were 44 students taken as samples. the test is the instrument in this research. data are taken from the result of pre-test and post-test then analyzed by using statistical technique. the analysis is used to find the significant difference in the students’ reading comprehension ability before and after the use of cloze test. in this research, the researcher used paired sample t-test through spss 17.0 to analyze the data. based on data analysis, the mean score of the pre-test was 46.86 categorized as poor whereas the mean score of the post-test was 65.61 categorized as average to good. the mean score of the pre-test 46.86 smaller than 65.61 mean scores of the post-test. it meant that there was a difference mean score of students’ reading comprehension between the pre-test and post-test. this finding showed there was a different score before and after giving treatment. the result of paired samples t-test analysis showed the significance value sig. (2-tailed) < alpha (0.000 < 0.05). therefore, the alternative hypotheses which stated that there is an effect of using cloze test on improving non-english department students’ reading comprehension is accepted. it is concluded that there was an effect of cloze test on improving non-english department students’ reading comprehension. article history: received: may, 2021 revised: may, 2021 published: june, 2021 keywords: cloze test, reading comprehension, how to cite: sukarni, s. (2021). the use of cloze test to test reading comprehension of non-english department students. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 74-82. doi:https://doi.org/10.33394/jo-elt.v8i1.3788 introduction in line with the status of the english language in indonesia as the first foreign language, reading gets more proportion in the teaching and learning process. in the context of the goal of teaching english at a tertiary level of education especially for non-english department students is to improve their ability to use english for academic and professional purposes, especially for reading textbooks in their academic work. this implies that in the english language instruction, reading skill has been given the greatest prominence for helping students to learn effectively in their field of study. eskey (2005) pointed out, many students of english as a foreign language (efl), rarely speak english in their everyday life but may mailto:srisukarni@undikma.ac.id sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 75 need to read in order to access information recorded exclusively in the language. therefore, assessment towards students’ reading comprehension ability aims to monitor students’ difficulties, students’ achievement, and students’ proficiency on english reading texts. however, there are some problems that english teachers find in testing reading comprehension. one of the problems is how to select a suitable testing technique according to skill and aspect of language to be measured. the testing technique will be used by the teachers should eliminate the opportunity of students to chat, guess, or predict the answers to questions. based on the problems, it can be inferred that it is important to prepare a kind of tool for measuring students’ mastery on reading comprehension and understanding the purpose of reading comprehension. it also implies that when english teachers design a test for reading comprehension, they have to decide what they want to test and find a means of testing it. according to rand reading study group (2002), defined comprehension is the process of eliciting and making through interaction and involvement with written language. mcnamara and magliano (2009) emphasized that this process is a task of both reader and text factors that happen within a larger social context. duke (2003) stated that comprehension is a process in which readers make meaning by interacting with the text through the combination of prior knowledge and previous experience, information in the text, and the views of readers related to the text. kintsch (1988) stated that reading comprehension is defined as the process of creating meaning from text. the purpose is to get an understanding of the text rather than to acquire meaning from individual words or sentences. the outcome of reading comprehension is the mental representation of a text meaning that is combined with the reader’s previous knowledge. according to olson and diller (1982), what is meant by reading comprehension is a term used to identify skills needed to understand and apply information contained in written material. in this case, the students should be able to gain the information from reading text. related to reading comprehension, richard and schmidt (2002) stated that reading is an activity of perceiving a written text in order to understand its contents. this can be done silently (silent reading). the understanding of the contents of reading is called reading comprehension. based on the definitions it can be inferred that reading comprehension is a process of constructing meaning from a written text that involves the interaction of the reader's prior knowledge with the new given information. some of the testing techniques that can assess reading skill according to brown (2004) are written answer, short answer, summary, ordering the test, multiple-choice items, matching, gap-filling test, cloze test, and c test. concerning the cloze test, harmer (2002) stated that cloze, in its purest form, is the deletion of every n-th word in a text (somewhere between every fifth and tenth word). brown (2000) said that close procedure is one of the tests that can help the teachers to teach reading comprehension. through the test, the students are able to know the information in a text. heaton (1998) said the most common purpose of the cloze test is to measure reading comprehension. he said so because it has long been argued that cloze measures textual knowledge: i.e an awareness of cohesion in a text, involving the interdependence of phrase, sentence, and paragraph within cloze test. he also stated that cloze test can be applied to the testing of reading comprehension at both levels elementary and more advanced levels. moreover, cloze test is intended to such a degree to demonstrate if the testee is acquainted with the language and context of the text in a way that maintains the intended meaning of the author (oller & jonz, 1994). likewise, cloze test assesses the testee’s ability to benefit from the text contextual clues to obtain meaning. many researchers have conducted some researches about cloze test and its implication toward reading comprehension. ema (2019) designed a test for reading comprehension. the result of her research showed that students got cloze test score higher than multiple-choice sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 76 score because most of them said that multiple-choice test is difficult than cloze test. febriyanti (2017) did research and she found that there was a correlation between reading comprehension and students’ ability in answering cloze test. wahdaniah, et all (2013) proved that students’ performances in reading comprehension is average to good, or in other words, the use of cloze test significantly improved reading comprehension. john oller (2006) believed that the sort of competence related to second language proficiency measured by cloze test. lu (2006) stated that cloze test used by teachers and for tests can be improved to facilitate students’ reading competence. in this research, the researcher wants to describe the result of the non-english department students’ reading comprehension tested by using cloze test and the effect of using cloze test on non-english department students’ achievement on reading comprehension. research method research design this research is classified into pre-experimental research that used one group pre-test and post-test design. one group pre-test and post-test design is a single group measured not only after being exposed to a treatment of some sort but also before a treatment. a pre-test provides a measure on some attribute or characteristic that is assessed in an experiment before a group gets a treatment, while a post-test measure on some characteristics that is assessed for participants in an experiment after a treatment. creswell (2014) stated that an experimental design is used in which attitudes are assessed both before and after experimental treatment. the procedures of pre-experimental research that use one group pre-test and post-test design in this research can be described: 1) administering pre-test which purpose to measure non-english department students’ reading comprehension ability before applying treatment; 2) applying experimental treatment reading comprehension by using cloze test; 3) administering post-test which purpose of measuring non-english department students reading comprehension ability after applying treatment. based on the purpose of this research, the effect of cloze test was known after finding out the significant difference between students’ achievement before using cloze test and those students who are tested after using cloze test by comparing pre-test and post-test score. population and sample this research is conducted at the non-english department of mandalika university of education. the population of this research is the non-english department students in the academic year 2020/2021 with a total number of 107 students, the researcher took a portion of the population which is known as a sample. the researcher used a non-probability sampling type purposive sampling technique. as the process of sampling, the researcher finally chose some students in every non-english department by considering the factor that in the experimental stage, the samples have the average ability in english especially reading comprehension. in other words, the researcher took the typical sample. it was intended to reduce the extraneous variable that may appear since the design is pre-experimental research without using a control group. determination of the number of samples in this research is based on issac and michel (1981) formula. the formula in figure 1. sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 77 figure 1. the formula of determination of the number of samples note: n = sample size n= population z= significant level s= samples variation d= deviation degree based on the calculation result of the formula, the researcher took 44 non-english department students as samples in this research. instruments the research instrument was a test of testing techniques for reading comprehension. in collecting data, measurement is administered twice. first, the pre-test was intended to measure the students’ ability before giving treatment. second, the post-test was intended to measure students’ ability after giving treatment. the aim of administering the pre-test is to get initial information on the groups before the experiment is conducted. the purpose of administering the post-test was to observe and to measure any changes in students’ reading comprehension ability after being tested by cloze test. in administering the pre-test the researcher took multiple-choice reading passages while for the post-test cloze test reading comprehension passages are applied. those reading comprehension passages are taken from general english teaching material for non-english department students. data analysis in analyzing data collected, the researcher used quantitative data analysis so that the data were analyzed by using statistical techniques. the analysis is used to find the significant difference in the students’ reading comprehension ability before and after the use of cloze test. in this research, the researcher used paired sample t-test by spss 17.0 to analyze the data. research findings and discussion research findings this section described the result of students’ reading comprehension before and after giving a treatment by testing them using cloze test. data analysis was done to know the different scores before doing the test and after doing the test. the researcher used a statistical test using paired samples t-test analyzed by spss 17.0 to ensure the effect of cloze test in testing students’ reading comprehension. the analysis result of students’ ability on reading comprehension before and after giving a treatment by cloze test can be seen in table 1. n z 2 s 2 n= n d 2 +z 2 s 2 sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 78 table 1 frequency statistic pre-test post-test n valid 44 44 missing 0 0 mean 46.89 65.61 median 47.00 67.00 mode 47 75 std. deviation 6.277 10.861 based on table 1 showed that the number of samples in each group was 44 students. the mean score of the pre-test was 46.89 and the mean score of the post-test was 65.61. the median score for the pre-test was 47.00 and the median score for the post-test was 67.00. mode score or value which has the highest frequency in the pre-test was 47 however mode score in the post-test was 75. the standard deviation of the pre-test was 6.277 while the standard deviation of the post-test was 10.861. table 2 is the table of achievement levels by david p harris (1979). table 2 the achievement level test scores classification 80-100 good to excellent 6079 average to good 5059 poor to average 049 poor both of the mean scores are then classified into the achievement level classification so that students’ score on pre-test is classified as poor however students’ score on post-test is classified average to good. table 3 frequency of pre-test frequency percent valid percent cumulative percent valid 35 1 2.3 2.3 2.3 37 4 9.1 9.1 11.4 40 2 4.5 4.5 15.9 42 6 13.6 13.6 29.5 45 7 15.9 15.9 45.5 47 8 18.2 18.2 63.6 50 5 11.4 11.4 75.0 52 4 9.1 9.1 84.1 55 3 6.8 6.8 90.9 57 2 4.5 4.5 95.5 60 2 4.5 4.5 100.0 total 44 100.0 100.0 sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 79 in table 3 showed that the lowest score in the pre-test was 35 and there was one student who got the score (2.3%), however, the highest score in the pre-test was 60 and there were two students who got the score (4.5%). table 4 frequency of post-test frequency percent valid percent cumulative percent valid 40 1 2.3 2.3 2.3 45 2 4.5 4.5 6.8 47 2 4.5 4.5 11.4 55 7 15.9 15.9 27.3 60 3 6.8 6.8 34.1 62 1 2.3 2.3 36.4 65 3 6.8 6.8 43.2 67 4 9.1 9.1 52.3 70 2 4.5 4.5 56.8 72 4 9.1 9.1 65.9 75 8 18.2 18.2 84.1 77 5 11.4 11.4 95.5 80 2 4.5 4.5 100.0 total 44 100.0 100.0 in table 4 showed that the lowest score in the post-test was 40 and there was one student who got the score (2.3%), however, the highest score in the post-test was 80 and there were two students who got the score (4.5%). table 5 paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 46.89 44 6.277 .946 post-test 65.61 44 10.861 1.637 based on the summary of the result of descriptive statistics in table 5 from both samples pre-test and post-test showed that the mean score of the pre-test was 46.89 while the mean score of the post-test was 65.61. the number of samples in the research was 44 non-english department. the standard deviation score of the pre-test was 6.277 and the standard deviation score of the post-test was 10.861. students. the standard error of the mean score of the pretest was 0.946 and the standard error mean score of the post-test was 1.637. the mean score of pre-test 46.86 smaller than 65.61 mean score of post-test, meant that there was a difference mean score of students’ reading comprehension between pre-test and post-test. table 6 paired samples correlations n correlation sig. pair 1 pre-test & post-test 44 .635 .000 based on the analysis result on paired sample correlation in table 6, showed correlation coefficient value was 0.635 with a significant value in the amount of 0.000. therefore, value of sig.<alpha (0.000<0.05) meant there was a correlation between variable pre-test and post-test. sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 80 table 7 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -18.727 8.412 1.268 -21.285 -16.170 -14.767 43 .000 based on table 7, it showed the significance value sig. (2-tailed) < alpha (0.000<0.05), therefore cloze test is an appropriate test to improve students’ ability on reading comprehension. it meant that there was an effect of cloze test on improving non-english department students’ reading comprehension. discussion jack and willy (2002) stated cloze test is one of the reading assessments that help students to explore the organization and many vocabularies of a text. the theory is in accordance with the findings of this research. the students not only read the reading text but also produce a word to fit a given context. the cloze test requires a search of a distribution of elements for missing elements and students use a whole variety of cues to predict what is next in a sentence. then cloze helps students to recognize the interrelationships of language and to develop an awareness of sequence. it impacts those students have to know the appropriate meaning of missing words to make the right sentence in a reading text. this research aimed to answer the following research problems: 1) what is the result of the non-english department students’ reading comprehension tested by using cloze test? 2) is there any effect of using cloze test on non-english department students’ achievement on reading comprehension? based on the data analysis, the student's score in pre-test data showed that the lowest score is 35, the highest score is 60, the mean score is 46.89. the students’ score in post-test data showed that the lowest score is 40, the highest score is 80 and the mean score is 65.61. according to achievement level classification by harris (1979) mean score of 46.89 in pre-test data is classified as poor, however, in post-test students’ achievement score of 65.61 is classified average to good. ultimately, based on the data analysis, the researcher found that there was an improvement in students’ achievement in comprehending the reading passage. it could be proven by comparing the mean score of the pre-test and the mean score of the post-test. this finding showed there was a different score before and after giving treatment. with regard to the score, it was indicated the result of the non-english department students’ reading comprehension tested by using cloze test is good. the student's performance in the post-test is better than the pre-test indicated that the use of cloze test affects non-english department students’ achievement on reading comprehension. the result of paired samples t-test analysis showed the significance value sig. (2-tailed) <alpha (0.000<0.05). therefore, the alternative hypotheses which stated that there is an effect of using cloze test on improving non-english department students’ reading comprehension is accepted. the researcher found that cloze test can help the non-english department students comprehend reading passages easily because they are interested in learning to find out the information from the reading text. the students can determine the words to fill in after they know the context. they can choose the word (s) to fill in the text that familiar to them. the weakness of this research is reading passages used in this research is familiar to the students since reading passages used in this research are teaching material related to their departments. sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 81 conclusion based on the research findings, the researcher draws some conclusions as follows: 1) the result of students’ achievement on reading comprehension tested by cloze test is 65.61. 2) according to the criteria used to determine achievement level, this result is categorized as average to good. 3) the analysis result showed the significance value sig. (2-tailed) < alpha (0.000 < 0.05), therefore there was an effect of using cloze test on improving non-english department students’ reading comprehension. references brown, h. d. (2000). principle of language learning and teaching. new jersey: prentice hall, inc. brown, h. d. (2004). language assessment: principles and classroom practices. white plains, ny: pearson education. creswell, j. w. (2014). research design, qualitative, quantitative, and mixed methods approach (4th ed.). united states of america: sage publications. duke, n. (2003, march 7). comprehension instruction for informational text. presentation at the annual meeting of the michigan reading association, grand rapids, mi. ema, e. t. (2019). effectiveness of test design between of cloze test and multiple choice test for reading comprehension. jurnal ellite (journal of education, linguistics, literature and language teaching), 2(02), 53-68. https://ejurnalunsam.id/index.php/ellite/article/view/1782. eskey, d. e. (2005). reading in a second language. in e. hinkel (eds.), handbook of research in second language teaching and learning. mahwah, nj: lawrence erlbaum. febriyanti, p. (2017). the correlation between reading comprehension and students’ ability in answering cloze test of the seventh grade students at smpn i kalipuro banyuwangi in the 2014/2015 academic year. language and art journal, 1(2), 36-47. https://doi.org/10.36526/ln.v1i02.463. harmer, j. (2002). the practice of english language teaching (3rd ed.). england: longman. harris, d. p. (1979). testing english as a second language. new york: tata mcgraw-hill company. heaton, j. b. (1998). writing english language tests. new york: longman. issac, s., & michael, w. b. (1981). handbook in research and evaluation. california: edits publisher. jack, c. r., & willy, a. r. (2002). methodology in language teaching an anthology of current practice. new york: cambridge university press. kintsch, w. (1998). comprehension: a paradigm of cognition. cambridge, uk. cambridge: university press. lu, g. (2006). cloze test and reading strategies in english language teaching in china [unpublished master thesis]. the faculty of education: university of western cape. mcnamara, d. s., & magliano, j. p. (2009). towards a comprehensive model of comprehension. in b. rose (eds.), the psychology of learning and motivation (pp. 297-384). new york: ny: academic press. oller, j. w., & jonz, j. (1994). why cloze procedure? london: associated university press. oller, j. w, jr. (2006). close tests of the second language proficiency and what they measure. language learning 23(1). 105-118. https://doi.org/10.1111/j.14671770.1973.tb00100.x olson, j. p., & diller, m. h. (1982). learning to teach reading in elementary school. london: macmillan publishing company. https://ejurnalunsam.id/index.php/ellite/article/view/1782 https://doi.org/10.36526/ln.v1i02.463 https://doi.org/10.1111/j.1467-1770.1973.tb00100.x https://doi.org/10.1111/j.1467-1770.1973.tb00100.x sukarni the use of cloze ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 82 rand reading study group. (2002). reading for under-standing: toward a research and development program in reading comprehension. santa monica, ca: office of education research and improvement richards, j. c., & schmidt, r. (2002). dictionary of language teaching and applied linguistic (3 rd ed.). malaysia: pearson education limited wahdaniah, marbun, r., & husin, s. (2013). the use of cloze test in increasing the students’ reading comprehension. jurnal pendidikan dan pembelajaran khatulistiwa, 2(1) https://jurnal.untan.ac.id/index.php/jpdpb/article/view/495/pdf. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/495/pdf jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.135-144 doi:10.33394/jo-elt.v7i2.3109 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 135 speaking skill through task based learning in english foreign language classroom #1 nurul afifah, *2 trisilia devana #1 english lecturer, training and education faculty, universitas baturaja, indonesia *2 english lecturer, training and education faculty, universitas baturaja, indonesia corresponding email: nurulafifah122@gmail.com a b s t r a c t s a r t i c l e i n f o speaking is one way to express ourselves when communicate. most of students fail when they perform speaking skill. they faced problems in expressing themselves using in accurate, fluent and even simple sentences. task based learning is an approach that need the completion of meaningful tasks. task based learning focuses on the use of language for genuine in communication. this study used quasi experimental research. the sample of the study is fourth semester of english education study program of baturaja university with the total sample 36 students. the data is conducted of two groups: one experimental group and one control group taught conventionally. based on the data analysis the researcher concluded that task based learning was effective to improve the students‟ speaking skill in efl classroom. the result data from the mean score of posttest in experimental class was 49,11and the mean score of posttest in control class was 51,88 . while, the value of sig. (2-tailed)=0.000 less than significant level (α=0.05), it meant that alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. the researcher concluded the result of posttest in experimental higher than the result of posttest in control class. it means that task based learning was significantly improve the students‟ speaking skill at fourth semester of english education study program of baturaja university. based on the finding on questionnaire, it could be described that almost the students gave positive response on the use of task based learning. the students strongly agree that task based learning help them enjoy in learning english and they also mostly agree that task based activities is a good way to improve english vocabulary. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: speaking skill, task based learning, english foreign language, how to cite: afifah, n., & devana, t. (2020). speaking skill through task based learning in english foreign language classroom. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 135-144. doi:https://doi.org/10.33394/jo-elt.v7i2.3109 introduction speaking is of one of productive skills that must be mastered in learning foreign language. it will be good qualified people in the future if non-native speaker mastered english. according to aleksandrzak, m (2011) stated that inside the circumstance of english language teaching in indonesia as a foreign language (efl), one of the objectives of english language teaching is the improvement of speaking skill that is oral skill as a product of learning. there are some difficulties faced by the students in indonesia to learn english. one of difficult thing that should be realized by the students and it was also as challenging when they learn english is speaking. it is because when they deliver speaking skill needs preparation from their psychological aspect such as they courage to convey their ideas and it‟s of course mailto:nurulafifah122@gmail.com afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 136 needs careful preparation to produce the target language (malihah, n, 2010). furthermore, good speaking is characterized by some factors of the most prominent one is fluency, but many students are hesitant and often make long pauses when they are speaking. these situations lead them to „social phobia, which is the fear that they will act in a humiliating way and that other people will judge them negatively (cheong, k., et al, 2015). while according to kayi, h. (2006) speaking is the process of delivering verbal and non-verbal symbols in a variety of context through building and making the meaning”. speaking is very important to express our feeling, information, our emotion and our will orally. speaking is also called active use of language. someone who are able to use language properly its means that didn‟t‟ only known well about the theory but also known well how to use it. speaking is different to other productive skill such as writing. furthermore, according to brown, d, (2001) stated that experts have proposed various aspects of speaking skills. there are four aspects of speaking skills namely fluency, accuracy, pronunciation, and vocabulary. the first aspect is related to fluency. fluency as a signs person‟s level of communication proficiency, it is when the person able to speak quickly and few pauses and also speak automatically. (jack, c richards and theodore s rodges, 2001). the ability of speaking spontaneously is recognized as fluency. the second aspect is related to accuracy. according to brown, d (2001) stated that accuracy is the ability to produce correct sentences using correct grammar and vocabulary in natural interaction. it means that accuracy is focused on the speaker the elements of phonology, grammar, and discourse in their spoken output. the accuracy in speaking can be provided by engagement in the context of daily life. the teacher should give the students communicative tasks and activities such as games, conversation, role play, debates, etc. those kinds of activities can engage the learners in the natural interaction process whenever possible. the third aspect is related to pronunciation. having a good pronunciation of the language can be helpful in a normal communication, particularly for intelligibility (derwing, t. m. and munro, m. j, 2005). the fourth aspect is related to vocabulary. anyone will have little understanding in terms of listening; speaking, reading, and writing if anyone limited vocabulary. in addition, based on richards & rodges (2001) stated that students‟ lack of exposures, lack of confidence, lack of motivation, and lack of speaking skill knowledge are also several factors why students are difficult to comprehend and develop speaking skills. based on the researcher preliminary observation the difficulties also experienced by english students at english education study program baturaja university. it was describes most of the students reluctant and nervous perform speaking in front of the classroom. most of students even don‟t have motivation to ask questions even to answer the teacher‟s questions. it‟s situation convey indirectly that students need more time to practice and get used themselves in the context of real communication to speak communicatively. based on the problem mention above, it‟s very necessary to use proper teaching technique. task based learning is one of solution to fulfill demands as aforementioned particularly in providing optimal circumstance for efl students to improve their speaking skill. task based learning is a learner-centered approach; it has primary focus on the task completion, uses analytical approach and specifies learners‟ real-life communication needs. furthermore, task based learning has an outline as a set of activities used by the learner for a communicative purpose in order to achieve an outcome (willis, 1996). task based learning is an approach in teaching speaking, the teacher ask the students to perform tasks that resemble authentic, “real-life” situations (lemmolo, 2019). furthermore, pavlenko, o stated that task based learning is a learner-centered approach, task based learning has primary focus on the task completion, uses analytical approach and specifies learners‟ real-life communication needs. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 137 the lesson is emphasized on the central task, the study about language determined by what happens when the students try to complete the task. the teacher in this activities is not decide what the target language will be studied (frost, 2019). furthermore, according to zakime (2018) stated that task based learning (tbl), or (task-based language teaching (tblt) is an approach in which learning revolves around the completion of meaningful tasks. according to ismail (2000) the tbt framework consists of three main phrases, provides 3 basic conditions for language learning: first, pre-task (including topic and task) prepares learners to perform tasks in ways that promote acquisition. second, task cycle: offers learners the chance to use whatever language they already know in order to carry out the task and then to improve their language under the guidance from the teacher and the students prepare to plan their reports on the task that were given by the teacher. there are three components of task circle namely; first, task its means that the learners are able to use the language that they have mastered, able to work in pairs and also in small groups simultaneously to realize the purpose of the task. second, planning means learners plan their reports effectively and maximize their learning opportunities. the third, report its means that the leaners are able to tell the class naturally about their findings. the last, post-task stage: provides an opportunity for students to reflect on their task and encourages attention to form, in particular to problematic forms which demonstrate when learners have accomplished the task. based on the explanation above, the writer was interested in find out the effectiveness of task based learning in english foreign language. research method research design according to cohen, et al (2001) stated that quasi experimental design is a form of experimental research used extensively which involves one experimental group and one control group. furthermore, this research is quasi experiment research. in this research, the procedure to do the research different as usual, because all of steps in this research will be done through online way, it is because our country is experiencing pandemic covid-19 that can be contagious through air and droplet as a result it is very good for us use mask and do physical distancing. furthermore, it is impossible to the researcher do the research face to face as usual. the first step the writer will select two classes as the participant of the study. two classes will be determined as experimental group and control group. the first data (pre-test) scores will be collected from students‟ problem in learning process; in this case the students‟ are able to tell about social situations they faced during in our country experienced covid-19, they tell about situations in some place such as in traditional market, campus and social activities such as wedding ceremony etc. at this point for each student i took a note on a speaking rubric. after pre-test the students will be given a treatment by using task based learning approach. on the post test the students were score were taken after they performed the task based teaching. the research design could be seen figure 1. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 138 01 x 02 ------------------------------------------------------ 03 04 where: 01 = pre-test of experimental group 02 = post-test of experimental group x = treatment 03 = pre-test of control group 04 = post-test of control group figure 1. research design (source: cohen, et.al, 2005) population and sample population of this study is all of the students of english students in semester iv at english education study program baturaja university with the total 36 students. the writer used stratified random sampling (fraenkel & wallen, 2009). the selection group or cluster of subject rather than individuals is known as cluster random sampling. the technique to get the subject are first, the writer collected the data from english students in semester iv then written and shook it off. for the first paper that comes out, decided it as an experimental group and the second paper as a control group. the experimental group 18 students and control group 18 students. instruments the data in this research also were taken through online or daring. the data were collected by using questionnaire and speaking task. a questionnaire is used know the students perception on the use of task based learning in classroom. meanwhile, there are two tests, pre-test and post-test. pre –test will be conducted to know initial speaking skill of the students. post-test will be given in order to check whether the task has effect or not toward the students speaking skill. furthermore, reliability and validity of the instruments will be measured before they are administered to the students. data analysis the data analyzed using t-tests, normality test and homogeneity test. t-tests will be used to find out; the mean gain score of the experimental group and control group. the normality and homogeneity is intended to know the data is normally distribute or homogenous or not. research findings and discussion research finding the findings of the research first, the data of pre-test score in experimental group showed that the highest score of the pre-test was 76 while the lowest one was 40. the mean of the scores was 59.29, the median was 65 and the mode was 40. standard deviation of the data was 11,80. second, the data of post-test scores in experimental group showed that the highest score of the pre-test was 800, while the lowest one was 55. the mean of the scores was 69, 35, the median was 55 and the mode was 55. standard deviation of the data was 7, 95. third, the data of pre-test scores in control group showed that the highest score of the pre-test was 800, while the lowest one was 55. the mean of the scores was 69, 35, the afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 139 median was 55 and the mode was 55. standard deviation of the data was 7, 95.and the last, the data of post-test scores in control group showed that the highest score of the post-test was 65, while the lowest one was 40. the mean of the scores was 51, 88, the median was 55 and the mode was 55. standard deviation of the data was 7, 12. the resume of data description was presented in table 1. table 1 the resume of pretest and posttest score group score pre-test experimental group post-test experimental group pre-test control group post-test control group mean 59,29 49,11 69,35 51,88 median 65 45 70 55 mode 45 45 65 55 highest 76 62 80 65 lowest 40 35 55 40 standard deviation 11,80 10,03 7,95 7,12 next, the findings from normality of the data. the normality test is to know whether the data is normally distributed or not. in this research, the writer used statistical computation by using spss version 21. by used the interpretation of kolmogorov – smirnov and shapiro wilk, the writer would conclude that the sample is in normal distribution or not. further explanation on normality test was showed in table 2. table 2 tests of normality group kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. students_pretestscores experimental group .215 17 .036 .905 17 .082 control group .189 17 .110 .924 17 .170 students_posttestscores experimental group .116 17 .200 * .937 17 .289 control group .199 17 .073 .948 17 .420 *. this is a lower bound of the true significance. a. lilliefors significance correction based on the table in column of pre-test, the point of shapiro-wilk test was 0,082 than the point of asymp. sig.(2-tailed) was 0,170 it was more than alpha point (0.05). so, it means that the data of pre-test score had a normal distribution. based on the table in column of post-test, the point of shapiro-wilk test was 0,289 than the point of asymp. sig.(2-tailed) was 0,420 it was more than alpha point (0.05). so, it means that the data of post-test score had a normal distribution. homogeneity test is intended to show that two or more groups of the data samples come from population having same variance. the explanation of homogeneity test was seen in table 3. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 140 table 3 test of homogeneity of variance levene statistic df1 df2 sig. students_pretestscores based on mean 1.069 1 32 .309 based on median .428 1 32 .518 based on median and with adjusted df .428 1 30.858 .518 based on trimmed mean 1.059 1 32 .311 students_posttestscores based on mean .250 1 32 .621 based on median .257 1 32 .616 based on median and with adjusted df .257 1 30.994 .616 based on trimmed mean .237 1 32 .630 from table 3 is shown that the results of homogeneity of variances test levene statistics score was 0.309 for pretest. since 0.309 was higher than alpha value level of 0.05, it can be assumed that the variance of every data in pretest was homogenous. the test of homogeneity of variances show in the based on mean trimmed mean with significant was 0.311 for posttest. since 0.311 was more than alpha value level of 0.05, it can be assumed that the variance of every data in posttest was homogenous. the paired t-test was done between pre-test and post-test of the students. the analyzing was be done by using spss version 21. the analysis was be covered the paired t-test between pre-test and post-test. if the value of sig. (2-tailed) < significance level (α = 0,05) it means that the ha is accepted (discoverinf statistic using spss). the result of paired sample t-test can be shown in table 4. table 4 paired samples statistics mean n std. deviation std. error mean pair 1 posttest_eg 69.35 17 7.953 1.929 pretest_eg 59.29 17 11.804 2.863 pair 2 posttest_cg 51.88 17 7.123 1.728 pretest_cg 49.12 17 10.037 2.434 based on the table 4, the mean score of pre-test in experimental group was 59,29 and the mean score of post-test in control group was 49,35. it means that the score of posttest more than pre-test. mean score of posttest in experimental group 69, 35 and posttest in control group 51, 88. table 5 paired samples correlations n correlation sig. pair 1 posttest_eg & pretest_eg 17 .792 .000 pair 2 posttest_cg & pretest_cg 17 .584 .014 based on table 5 the paired sample correlation between pre-test in experimental group and post-test in experimental group was 0, 792 with the n 17 students and the significance level was 0.000 and based on paired sample correlation between pretest in control group and posttest in control group was 0,584 with the n17 students and the significance was 0,014. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 141 table 6 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 posttest_eg pretest_eg 10.059 7.335 1.779 6.287 13.830 5.654 16 .000 pair 2 posttest_cg pretest_cg 2.765 8.243 1.999 -1.473 7.003 1.383 16 .186 based on table 6 on the table paired samples test, it was found that the mean score of pretest in experimental group and posttest in experimental group was 10,059 and the value of t-test 5,654 with degree of freedom (df = n-1) = 16, and the value of sig. (2-tailed) 0,000 less than the significance level (α = 0.05) meanwhile, mean score of pretest in control group and posttest in control group was 2,765 and the value of t-test 1,383. based on result above,the researcher conclude that the null hypohesis (ho) is rejected and the alternative hypothesis (ha) of this research was accepted. it means that there was a significant improvement of students speaking through task based learning in english foreign language at fourth semester of english education study program of baturaja university. questionnaire the questionnaire adopted from ismaili, m questionnaire of the students‟ perception on the 1 st albania international conference on education (aice). the questionnaire have 7 items and the researcher use likert scale sa (strongly agree) = 4, a (agree) = 3, d (disagree) = 2 and sd (strongly disagree) = 1. for further information of the result of this study, the closedended questionnaire that was administered toward the participant of this study showed that most of students strongly agree that task based learning help them enjoy in learning english and most of them agree with the item and there was no strong disagreement. for item no 1 “task based learning helps the students enjoy learning english” 86,1% strongly agreed and 13,89% agreed. for item no 2 i believe that i can learning english faster when i used it more often” 41,7% students strongly agree and 58, 33% just agree. for item no 3 “task activity give me more chances to practice english” 44, 4% strongly agree, 44, 4% agree and 11, 1% disagree. for item no 4 “i am more motivated by the task which connect to the real life than situation from the book” 22,2% strongly agree, 69,44% agree and.8,3% disagree. for item no 5 “task involves a primary focus on meaning” 22,2 % strongly agree, 38,9% agree and 38,9 disagree. for item no 6 “task based learning advanced my critical thinking” 30, 6 strongly agree, 63,89% agree and 5,56% disagree. for item no 7 “using task based activities is a good way to improve english vocabulary” 75% strongly agree, 25% agree, and no disagree and strongly disagree. the data was presented in table 7. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 142 table 7 students‟ perception on the use of task based learning item no sa (strongly agree) 4 a (agree) 3 d (disagree) 2 sd (strongly disagree) 1 1 31 5 2 15 21 3 16 16 4 4 8 25 3 5 8 14 14 6 11 23 2 7 27 9 most of the students give positive response on the use of task based learning. the students strongly agree that task based learning help them enjoy in learning english and they also mostly students agree that task based activities is a good way to improve english vocabulary. the description of findings from the student‟s perception on the implementation of task based learning in improving speaking is shown in the figure 2. figure 2. the students‟ perception on the use of task based learning based on figure 2, the researcher can conclude that the students have positive perception on the use of task based learning in english foreign language classroom. this fact encountered a good progress of speaking of the students. discussions from the result of research finding above, the writer found that the students‟ mean score of post-test was high than the students‟ mean score in pre-test. based on the finding, the researcher found that the mean score after calculating the pre-test score and post test score in experimental and control groups. the mean of pretest score of experimental group was 59,29 and m e a n s c o r e o f the control class was 49,88. after the treatments were conducted, the researcher administered the post-test. from the data calculation, the researcher found the different mean scores of the post-test in both groups. the experimental group got 69,11 while the control group got 51,88 in addition based on the calculation of paired sample statistic, it was shown that the value of sig (2-tailed) was more than α = 0.05, so alternative hypothesis (ha) was acceptable and null hypothesis (ho) was afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 143 rejected. it means that task based learning was significantly improve the students‟ speaking skill at fourth semester of english education study program of baturaja university. after the implementation of task based learning in english foreign language at fourth semester of baturaja university. after the use of task based learning in teaching speaking the students‟ get better score and also better in speaking especially when perform english, they used various kinds of vocabulary and enjoy in learning speaking. ellis (2003) stated that task-based language teaching (tblt) or task based learning refers to teaching foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. this method had characteristic learners-centered and the task served as the means for achieving natural use of language . while there was relevant research was written by azizah (2018) with title “the effectiveness of task-based language teaching to teach speaking skill at the eighth grade of mts muhammadiyah 3 masaran in the academic year of 2018/2019, the result of her research showed that task-based language teaching is effective to teach speaking skill at the eighth grade of mts muhammadiyah 3 masaran in the academic year of 2018/2019. from the result of paired sample t-test, the writer could interpret the alternative hypothesis was accepted. based on the result of questionnaire, most of the students give positive response on the use of task based learning. the students strongly agree that task based learning help them enjoy in learning english and they also mostly students agree that task based activities is a good way to improve english vocabulary. hadi (2013) in his journal “perception of task based language teaching: a study of iranian efl learners” mentioned that the implimentation of task based language teaching or tblt or task based learning implies that efl teachers can be positive in successfully applying tblt in classess because the learners are willing to adapt themselves to this new approach of language teaching and the students revealed to a few negative views on tblt implementation and through task based language teaching or tblt or task based learning have many postive result, such as tblt encourages learners‟ academic progress, improve students‟ interactive skill, encourages learners‟ inherent motivation, create collaborative learning experience and tblt is suitable for small group work. conclusion based on the findings the researcher concludes that task based learning improve the students speaking skill. after the use of task based learning in teaching speaking the students‟ get better score and also better in speaking especially when perform english, they used various kinds of vocabulary and enjoy in learning speaking. and based on the result of questionnaire, most of the students give positive response on the use of task based learning. the students strongly agree that task based learning help them enjoy in learning english and they also mostly students agree that task based activities is a good way to improve english vocabulary. references aleksandrzak, m. (2011). problems and challenges in teaching and learning speaking at advanced level. uniwersytet im. adama mickiewicza w poznaniu. azizah, f. (2018). the effectiveness of task-based language teaching to teach speaking skill at the eighth grade of mts muhammadiyah 3 masaran in the academic year of 2018/2019. unpublished thesis. english education department islamic education and teacher training faculty the state islamic institute of surakarta. afifah speaking skill through task ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 144 brown, d. (2001). teaching in principle an interactive approach to language pedagogy. second edition. new york. pearson education. cheong, k., hill, c., chung, r., & leong, y. (2015). employing the „unemployable‟: employer perceptions of malaysian graduates. studies in higher education, 5(10): 1-20. flexible and engaging. cohen, l., manion, l., & marrison, k. (2005). research methods education. (5 th ed.). london: routledge falmer. derwing, t., & munro, m. (2005). second language accent and pronunciation teaching: a research-based approach. alberta, canada: tesol quarterly. ellis, r. (2003). task-based language teaching and learning. oxford: oxford university press. fraenkel, j., & wallen, n. (2009, august 10). how to design and evaluate research in education. america: mc graw-hill, inc. retrieved august 18, 2020, from http://www.amazon.com/design-evaluateresearchedu/dp/b008250icq. frost, r. (2019). task based approach. british council, turkey. hadi, a. (2013). perception of task based language teaching: a study of iranian efl learners. canadian center of science of education, 6(1). ismail, m. (2000). the effectiveness of the task-based learning in developing students‟ speaking skills in academic settings on the efl classroom-a study conducted at south east european university (seeu). 1st albania international conference on education (aice). kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, 12(2). lemmolo, g. (2019, july 10). what is task based learning. retrieved september 14, 2020, from https://www.ef.com/wwen/blog/teacherzone/what-is-task-based-learning/. malihah, n. (2010). the effectiveness of speaking instruction through task-based language teaching. register, 3(1), 85–101. richards, j., & rodges t. (2001). approach and method in language teaching a description an analysts. usa cambridge university. willis j. (1996). framework for task-based learning. national technical university of ukraine “igor sikorsky kyiv polytechnic institute”. retrieved september 15, 2020, from http://www.kamts1.kpi.ua/sites/default/files/files/pavlenko_corpora%20in%20a%20nuts hell.pdf. zakime, a. (2018, january 19). what-is-task-based-learning. retrieved september 14, 2020, from https://www.whatiselt.com/single-post/2018/01/19/. http://www.amazon.com/design-evaluateresearchedu/dp/b008250icq https://www.ef.com/wwen/blog/teacherzone/what-is-task-based-learning/ http://www.kamts1.kpi.ua/sites/default/files/files/pavlenko_corpora%20in%20a%20nutshell.pdf http://www.kamts1.kpi.ua/sites/default/files/files/pavlenko_corpora%20in%20a%20nutshell.pdf https://www.whatiselt.com/single-post/2018/01/19/ jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.83-93 doi:10.33394/jo-elt.v8i1.3841 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 83 students’ achievement on institutional toefl an evaluation at fbs universitas wijaya putra *1 arjunani, #2 yeni probowati, *3 yulis setyowati, *4 deni kuswahono *1 englishllecturer, language and literature faculty, universitas wijaya putra, indonesia #2 englishllecturer, language and literature faculty, universitas wijaya putra, indonesia *3 englishllecturer, language and literature faculty, universitas wijaya putra, indonesia *4 englishllecturer, language and literature faculty, universitas wijaya putra, indonesia corresponding author email: yeniprobowati@uwp.ac.id a b s t r a c t s a r t i c l e i n f o this study tries to describe students’ achievement on institutional toefl in universitas wijaya putra. the test is meant as a means of evaluation upon the launching of a mandatory subject as a prerequisite towards final paper writing. the program begins with ten weeks of test preparation completed with a try-out test and the final test. this is a descriptive study since it tries to depict the result of their achievement and the most difficult section of the test. the data analysis uses the computation upon the results mostly applied for excel program, particularly in finding the mean (x) and the standard deviation (s). the findings derived from the data analysis tell that 62.85% of the class belong to grade d which means it is far below expectation. the finding also identified that listening section is to be the most difficult part of the test. still, the findings say none of the students included into the level of either extremely excellent or failed. it is a big task to fulfill a better target for the coming classes by undergoing revision and development in many aspects, especially in time allocation and the module. article history: received: may, 2021 revised: may, 2021 published: june, 20216 aug 2018nline 09 sep 2018 keywords: students’ achievement, institutional toefl, evaluation, how to cite: arjunani, a., probowati, y., setyowati, y., & kuswahono, d. (2021). students’ achievement on institutional toefl an evaluation at fbs universitas wijaya putra. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 83-93. doi:https://doi.org/10.33394/jo-elt.v8i1.3841 introduction it should be realized that every single thing people do is based on the cycle of planning, organizing, actualizing, and controlling (management). in fact, it just a matter of time span they need to do it: meaning, sometimes human beings have enough time to prepare all the steps, yet mostly they do it spontaneously. however, official work does need well prepared. in academic work, teaching-learning activities particularly, the lecturers also have to follow the cycle of management properly in terms of planning for the coming schedule of each semester; organizing the right lectures on their expertise; actualizing the instructions as scheduled in classroom practice: controlling the whole three chains into an assessment through periodic evaluation such as mid-semester test and final-semester test. in reality, teaching-learning activities as a whole including the administering of a test must be well planned in order to get feedback on varied aspects of the instructions that have been completed in a period of time. the feedback may identify how far the objectives of mailto:yeniprobowati@uwp.ac.id probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 84 instructions are achieved; whether the materials are properly selected; whether the methods used are applicable and acceptable by the students, whether the right lecturer on the right subject, and further information can be depicted from a test result. in fact, administering a test as controlling is the most point to be highlighted since it can tell lots of things when it wants to see beyond the lines. generally, the result of a test may tell the performance of both lectures and students along the semester as the mean of the scores indicates how well the students were able to absorb and comprehend the subject matter their lecture gave. each student can see his position among the peers to they should know how to upgrade himself to the achievement expected. while for the lecture, he is expected to diagnose through his test-item analysis to identify which part of the previous instructions are least comprehended and need remedial instruction. as controlling that important, the writer is intended to give a closed look and study on the utmost final assessment that the fakultas bahasa dan sastra of universitas wijaya putra surabaya hold as a requirement for those students who have completed their final-paper writing (thesis). the assessment is named under institutional toefl which is internally used only, yet not customized since faculty does always up-date toefl (pbt) collection from which fbs has one complete test sample to save, meaning it is not used as classroom material; instead saved the set as the item-test bank. the institutional toefl is completed with the writing and speaking section, so all in all there will be 5 sections including listening, structure, and written expressions, as well as reading comprehension. the last three sections will apply the standardized scoring system of real toefl in line with the set taken from it. however, the speaking and writing sections which generally received little attention (underhill, 1987: 3) will apply the fsi (foreign service institute) in scoring them. the result of this study is expected to give the real-solid official information upon the holistic performance of lectures as big teamwork and to generally tell academic achievement upon the target of language learning that comprised of four language skills (listening, speaking, reading, writing) and three language components (vocabulary, pronunciation, grammar). language teaching is generally the same as other instructional activities. the only difference lays in whether the language teaching is about the mother-tongue / local, national language, or other-country language known as a foreign language. the fact is, even teaching other-country language can be considered as a second language or completely as a foreign language. for example, the english teaching in malaysia more to tesl (teaching english as second language), while the english teaching in indonesia tends to be tefl (teaching english as foreign language) (rivers, 1985). teaching english as a foreign language includes both knowing about the language (the usage), meaning to communicate using the target language. thus, the teaching process should properly apply the 3 p: present, practice, and produce. the teacher is expected to introduce the language properly as vocabulary cannot be separated from pronunciation since a slightly different pronunciation may completely change the meaning of a word. even the use of grammar correctly is needed, for it may indicate the difference between active sentence construction and passive one. djiwandono (2008) says penyelenggaraan pengajaran yang utuh secara keseluruhan bahkan meliputi pula penyelenggaraan tes untuk memperoleh berbagai macam dan bentuk umpan balik tentang pengajaran yang telah diselenggarakan. meaning that the teaching-learning process as a whole includes the administering test with the intention of getting feedback in various types and kinds from the given instruction. probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 85 constructing a test should be related to the target of language learning to consider it valid. in fact, language should be taught integrated comprising the language skills and language components. in practice, the lecturer tends to focus on giving the language components (vocabulary, pronunciation, grammar) as discrete subjects with the expectation of broad knowledge and a huge reservoir to have strong basic support to perform the language skills (listening, speaking, reading, writing). the attitude towards the target of language learning inspired the administering of the institution test of english as a foreign language as an internal assessment hold for the final-semester students at fbs of universitas wijaya putra surabaya. it is confirmed that the sections of listening, structure, and written expressions, as well as reading comprehension, are assessed using the standard toefl system. the speaking section will apply the holistic rating scale that has 7 bands (sohamy, 1985: 179) while the writing section will use the rating scale for evaluating holistic written language that bears 5 bands (shohamy, 1985: 197). the application of that two holistic assessments is in accordance with the impromptu task an examinee has to do within a time limit; in order words, spontaneity is far from perfection, yet an examiner is still to hold the assessment officially by using a legal measurement. as teaching adult learners at the university level is more field-specific oriented, the test for speaking can be constructed which are designed to assess the testability to communicate in relation to typical language the target genres (brown, 2004). in assessing speaking the examiner may use elicitation as it is the process of drawing out something, of provoking a response. research method research design according to ary, jacob & razavieh (1972), descriptive studies are designed to obtain information concerning the current status of the phenomenon and are directed toward determining the nature of the situation as it exists at the time of the study. in line with the statement above, as this study is a case study, the writers decided to use descriptive studies as the research design. in a sense, descriptive studies are merely the accumulation of basic data that have nothing to do with seeking and explaining any correlation, testing hypothesis, establishing prediction, even finding implications. the current study tries to find out the achievement of the final-semester students at fbs-uwp surabaya toward institutional toefl in terms of all sections (listening; structure and written expression; reading comprehension; writing; and speaking). this descriptive method is considered appropriate since it is intended to describe what exists at the time of the study. for this purpose, the most needed is a quantitative design to determine the percentage of the achievers of each section. in the end, every outcome will be described in terms of determining criteria. population and sample the test-taker for the institutional toefl is the students of fbs universitas wijaya putra surabaya, the writer determine to include all of them (35 students) as the respondents. thus, this study will not need sampling. data analysis the data of this study is collected from the scores of the institutional toefl in every section. it is credible as it is stated that a test is a means of measuring the knowledge, skills, feeling, intelligence, or aptitude of individuals or groups (gay, 1987: 127). probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 86 the data of this study is collected after the scoring of the test that was held in may 2017 took place in kampus-1 universitas wijaya putra, started from 10 a.m up to 2 p.m. the test lasted from 10 to 12 a.m followed by a lunch break, then began with the writing section for 35 minutes, ended with the speaking section. data will be analyzed by section. after the scores were listed from the highest to the lowest, the researcher can find out the mean and the standard deviation by using the excell system in the computer. using the mean (x) and standard deviation (s) we may find out the spreading of the scores for grading the students, how many of them belong to normal achievers between (x-1s) (x+1s) means score c; above normal achievers between (x-1s) (x-2s) means d, while < (x-2s) means e. from the percentage of the achievers by section we can identify how well the subjects go along complete academic years (8 semester or 4 years). then, the program or even a department evaluation may take place as well. research findings and discussion research findings there are a total of 35 test-takers, three of them are alumnus from varied academic-year who are interested in joining the institutional toefl then. however, they will not be included as the population of the research since this study is meant to evaluate the current achievement of the students in the same academic year. thus, the respondents of the study consist of 35 test-takers with detailed scores in table 1. probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 87 table 1 toefl score data of fbs universitas wijaya putra no respondent npm listening reading structure total score toefl equivalent 1. pna 12181007 42 44 44 130 433 2. ar 12181020 41 42 36 119 397 3. nh 12181027 47 51 37 135 450 4. bi 13181002 46 44 35 125 417 5. pf 13181004 49 54 43 146 487 6. dps 13181005 48 55 42 145 483 7. k 13181006 47 52 36 135 450 8. kn 13181007 41 44 41 126 420 9. msi 13181008 41 53 39 133 443 10. sh 13181009 44 43 35 122 407 11. lhim 13181013 38 43 43 124 413 12. nh 13181014 41 51 32 124 413 13. ems 13181015 59 63 54 176 587 14. rs 13181016 45 57 48 150 500 15. up 13181017 41 50 29 120 400 16. nni 13181018 45 55 29 129 430 17. ap 13181021 44 45 35 124 413 18. itun 13181024 45 52 39 136 453 19. mfn 13181026 45 46 35 126 420 20. yp 13181027 41 45 38 124 413 21. iim 13181028 45 54 32 131 437 22. vnd 13181029 51 51 44 146 487 23. sa 13181030 32 50 28 110 367 24. okc 13181031 43 41 37 121 403 25. rsw 13181032 42 54 34 130 433 26. saz 13181033 54 60 54 168 560 27. apps 13181034 35 42 28 105 350 28. tf 13181035 48 60 47 155 517 29. ris 13181038 51 51 41 143 477 30. sk 13181040 44 51 34 129 430 31. darp 13181047 41 56 46 143 477 32. dp 15071028 51 56 39 146 487 33. aen 15071033 41 45 46 132 440 34. fdh 16071026 41 48 34 123 410 35. af 13181041 31 42 29 102 340 in the process of analyzing the data, the researcher grades the respondent's score from the highest to the lowest, in addition, the researcher also includes the mean score (x) and standard deviation (s). probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 88 table 2 score analysis of the listening section no respondent listening score no respondent listening score 1. ems 59 19. sk 44 2. saz 54 20. okc 43 3. vnd 51 21. pna 42 4. ris 51 22. rsw 42 5. dp 51 23. ar 41 6. pf 49 24. kn 41 7. dps 48 25. msi 41 8. tf 48 26. nh 41 9. nh 47 27. up 41 10. k 47 28. yp 41 11. bi 46 29. darp 41 12. rs 45 30. aen 41 13. nni 45 31. fdh 41 14. itun 45 32. lhim 38 15. mfn 45 33. apps 35 16. iim 45 34. sa 32 17. sh 44 35. af 31 18. ap 44 mean (x) = 44 standard deviation (s) = 5.625 in table 2 shows the results of the analysis upon the listening section upon the institutional toefl held by fbs-uwp surabaya. the mean score (x) of the listening section was 44 and the standard deviation (s) was 5.625. probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 89 table 3 score analysis of the reading section no respondents reading scores no respondents reading scores 1. ems 63 19. sk 51 2. saz 60 20. up 50 3. tf 60 21. sa 50 4. rs 57 22. fdh 48 5. darp 56 23. mfn 46 6. dp 56 24. ap 45 7. dps 55 25. yp 45 8. nni 55 26. aen 45 9. pf 54 27. pna 44 10. iim 54 28. bi 44 11. rsw 54 29. kn 44 12. msi 53 30. sh 43 13. k 52 31. lhim 43 14. itun 52 32. ar 42 15. nh 51 33. apps 42 16. nh 51 34. af 42 17. vnd 51 35. okc 41 18. ris 51 mean / (x) = 50 standard deviation (s) = 5.901 in table 3 shows the results of the analysis upon the reading section upon the institutional toefl held by fbs-uwp surabaya. the mean score (x) of the reading section was 50 and the standard deviation (s) was 5.901. probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 90 table 4 score analysis of the structure and written expressions section no respondents structure and written expressions scores no respondents structure and written expressions scores 1. ems 54 19. okc 37 2. saz 54 20. ar 36 3. rs 48 21. k 36 4. tf 47 22. bi 35 5. darp 46 23. sh 35 6. aen 46 24. ap 35 7. pna 44 25. mfn 35 8. vnd 44 26. rsw 34 9. pf 43 27. sk 34 10. lhim 43 28. fdh 34 11. dps 42 29. nh 32 12. kn 41 30. iim 32 13. ris 41 31. up 29 14. msi 39 32. nni 29 15. itun 39 33. af 29 16. dp 39 34. sa 28 17. yp 38 35. apps 28 18. nh 37 mean / (x) = 38.371 standard deviation (s) = 6.826 in table 4 shows the results of the analysis upon the reading section upon the institutional toefl held by fbs-uwp surabaya. the mean score (x) of structure and written expressions was 38.371 and the standard deviation (s) was 6.826. moreover, it will measure their instructors’ accomplishment upon the subject had been given to their students; at the same time-in macroscope can be functioned as the evaluation of the instructional program as a whole. score distribution of listening section bearing the mean of 44 and the standard deviation of 5.625, the score distribution of the listening section is described in figure 1. probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 91 figure 1. score distribution of the listening section the computation based on the score distribution formula tells that grade a ranges between scores > 60.88, grade b ranges between scores 55.25 – 59.99, grade c ranges between scores 49.62 – 54.99, grade d ranges between scores 38.37 – 48.99, grade e ranges between scores 32.75 – 37.99, grade f ranges between scores 27.12 – 31.99. score distribution of reading section having the mean of 50 and the standard deviation of 5.901, the score distribution of the reading section is described in figure 2. figure 2. score distribution of the reading section the computation based on the score distribution formula tells that grade a ranges between scores > 67.703, grade b ranges between scores 6.802 – 66.999, grade c ranges between scores 55.901 – 60.999, grade d ranges between scores 44.099 – 54.999, grade e ranges between scores 38.198 – 43.999, grade f ranges between scores 32.297 – 37.999. scores distribution of structure and written expressions bearing the mean of 38.371 and the standard deviation of 5.076, the score distribution of the structure and written expression section is described in figure 3. figure 3. score distribution of the structure and written expression section grade a ranges between scores > 53.559, grade b ranges between scores 48.523 – 52.999, grade c ranges between scores 43.447 – 47.999, grade d ranges between scores 33.295 – 42.999, grade e ranges between scores 28.219 – 32.999, grade f ranges between scores 23.143 – 27.999. x + 1s = 44 + 5.625 = 49.625 x + 2s = 44 + 11.25 = 55.25 x + 3s = 44 + 16.875 = 60.875 x – 1s = 44 – 5.626 = 38.375 x – 2s = 44 – 11.25 = 32.75 x – 3s = 44 – 16.875 = 27.125 x + 1s = 50 + 5.901 = 55.901 x + 2s = 50 + 11.802 = 61.802 x + 3s = 50 + 17.703 = 67.703 x – 1s = 50 – 5.901 = 44.099 x – 2s = 50 – 11.802 = 38.198 x – 3s = 50 – 17.703 = 32.297 x + 1s = 38.371 + 5.076 = 43.447 x + 2s = 38.371 + 10.152 = 48.523 x + 3s = 38.371 + 15.228 = 53.599 x – 1s = 38.371 – 5.076 = 33.295 x – 2s = 38.371 – 10.152 = 28.219 x – 3s = 38.371 – 15.228 = 23.143 probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 92 discussion the score distribution of listening section of the institutional toefl of fbs-uwp (iep) are: a: > 61 ; b: 56 – 60 ; c: 50 – 55 ; d: 39 – 49 ; e: 33 – 38 ; f: 28 – 32. based on the distribution of the listening scores, it is found out that; 1) there are no students (0%) who belongs to grade a, 2) there is 1 student (2.85%) who includes in grade b, 3) there are 4 students in the class (11.42%) gets grade c, 4) there are 26 students in the class (74.28%) belong to grade d, 5) there are 2 students (5.71%) belongs to grade e, 6) there are 2 students (5.71%) of the class belong to grade f. the results of the study showed that there were 74.28% of the students belong to grade d. it means that the listening section can be the most difficult section of toefl for all participants. it was because of some reasons such as fast conversations, unclear voice, and pronunciation, unfamiliar word meanings as well as limited time to do the test. the score distribution of reading section of the institutional toefl of fbs-uwp (iep) are: a: > 68 ; b: 62 – 67 ; c: 56 – 61 ; d: 45 – 55 ; e: 39 – 44 ; f: 33 – 38. based on the distribution of the reading scores, it is found out that; 1) there is no student (0%) who get grade a, 2) there is 1 student (2.85%) of the class belongs to grade b, 3) there are 5 students (14.28%) of the class belongs to grade c, 4) there are 20 students (57.14%) of the class belongs to grade d, 5) there are 9 students (25.71%) of the class belongs to grade e, 6) there is no student (0%) gets grade f. the highest average score of toefl was the reading section. in this section, the students must comprehend and understand the text as well as get closed meaning to new words and phrases. the results of the study showed that the average score was 50. it means that the reading section can be the easiest section of toefl for all participants. the score distribution of structure and written expression section of the institutional toefl of fbs-uwp (iep) are: a: > 54 ; b: 49 – 53 ; c: 44 – 48 ; d: 34 – 43 ; e: 29 – 33 ; f: 24 – 28. based on the distribution of the structure and written scores, it is found out that; 1) there are 2 students (5.71%) who gets grade a, 2) there is no student (0%) who gets grade b, 3) there are 6 of the students (17.14%) belong to grade c, 4) there are 20 of the students (57.14%) belong to grade d, 5) there are 5 students (14.28%) belong to grade e, 6) there are 2 of the students (5.71%) belong to grade f. the lowest average score of toefl was the structure and written expressions section. in this section, the students must know the correct patterns of sentences. the results showed that the average score was 38.71. the students must prepare themselves much better to finish the test. it was because they can not remember all the correct patterns in english sentences. they feel difficulty in correcting the error identification. conclusion the researchers conduct this study with the intention of finding out the holistic description of the achievement of the final-semester students in institutional toefl held by the fakultas bahasa dan sastra, universitas wijaya putra surabaya. the research bears significant informant for all parties involving in running the academic activities, among others: 1) students are able to know their position among their peers, so they can decide their pace of learning to reach the expected achievement, 2) lectures may know how far their material is grasped, which material still needs remedy and have to be highlighted for the coming semester, 3) it is as a means of quality control for the board of the faculty (fbs particularly). probowati students’ achievement on institutional……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 93 since the standard score of institutional toefl is 480, which is still high for the students of fbs universitas wijaya putra to obtain, it is necessary to give them good preparation. suggestion written in this section is not meant to any correction, yet it is expected to share the shoulders among the team. time allocation should be reconsidered between the training of toefl preparation weeks and the execution of the test itself. it is expected that the students have valuable time to prepare themselves well before doing the test. more tactful strategies to help the students' interest and memory stay inflame during the recess time of the training and the administering of the test. hopefully, they can feel relax and stay calm as well as confident in finishing toefl. more alternative modules may be helpful during recess time. they can be an alternative solution to encourage the students to get a high score in toefl. the students can study various types of toefl items if they want to pass the standard score and have good english proficiency. acknowledgement the researchers delivered their thanks to fbs students who participated in this study. the researchers also expressed their gratitude to universitas wijaya putra surabaya for supporting this research. references ary, d., jacobs, l. c., & razavieh, a. (1972). introduction to research in education. new york: holt, rinehart, and winston. brown, d. h. (2004). language assessment, principles, and classroom practice. new york, pearson education. djiwandono, s. (2008). test bahasa: pegangan bagi pengajar bahasa. pt. indeks, jakarta. gay, l. (1987). educational research: competence for analysis and application. columbus: merrillpub, co. rivers, w. m. (1985). speaking in many tongues: essays in foreign-language teaching. cambridge, uk: cambridge university press. shohamy, e. (1985). a practical handbook in language testing for the second language teacher. tel aviv university press. underhill, n. (1987). testing spoken language: a handbook of oral testing techniques. new york: cambridge, university press. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 39 test taking strategy on students’ reading test muhammad farhan rafi (1) , aang fatikhul islam (2) (muhammadfarhan@gmail.com (1) , aang.stkipjb@gmail.com (2) english department of stkip pgri jombang abstract understanding the meaning of any passage is the aim of reading comprehension. this is one of objectives in reading 2 class english department at stkip pgri jombang. to achieve a good score on this subject, students must take a test, they have the answers right in performing reading comprehension test, students could make use of test taking strategy. the research describe what test taking strategy used by students of stkip pgri jombang in performing reading comprehension test are. this study was with principal component analysis (pca), and descriptive. this research consisted of 95 correspondent of the third-semester students of english department stkip pgri jombang. it uses questionnaire and test as its instrument. the research found there were 7 factors from 28 strategy items accounted for 69.1% cumulative of the variance. they are option-selecting strategies, question-rereading strategies, option comprehension strategies, answer-checking strategies, option consideration strategies, cognitive strategies and clues-finding strategies. keywords: test taking strategy, reading comprehension test introduction reading is needed as a means of learning a variety of science, it is said that reading is the basic skill being priority to support the process of mastering other language skills and improving knowledge. students learn their knowledgethrough reading. they get information by reading books and other printed media. success in reading is very important to students, both for academic and vocational advancement and for the students’ psychological well being (carnine, et al., 1990: 106).in relation to the importance of reading, the teacher should develop students’ reading skill as the basic for practicing other language skills. at stkip pgri jombang especially english department, the third semester students must take reading 2 as compulsary subject. reading 2 has an objective to analyze reading comprehension on the texts and decide the components of text types completely and correctlyon the level of intermediate. this objective brings the teacher to have a teaching strategy, material and media which is proper in the classroom. in line with the reading 2 objective, analyzing reading comprehension, reading journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 40 comprehension depends on a reader’s awareness of how discourse is structured (grabe, 2009: 243). discourse-structure awareness is often associated with a reading strategy or set of strategies (e.g., recognizing main ideas, inferring connections among parts of a text, recognizing organizational patterns in texts, identifying typical genre features of a text). to make students success in reading comprehension, english teacher needs to make students to be good readers. good readers are tuned to the ways that information is organized and to the signaling mechanisms that provide the cues to this organization, are able to identify the main or topic sentences as they appear in a text to help identify when and where to find main idea. good readers notice when new topics are introduced, how they are maintained through pronouns and other anaphoric cues, etc. richard and renandya (2002: 277) state the primary goal of reading is reading for comprehension. knowing main ideas in a text and exploring the organization of a text are essential for good comprehension. besides, reading is proposed to: (1) search for simple information, (2) skim quickly, (3) learn from texts, (4) integrate information, (5) search for information needed for writing, (6) critique texts, and (7) to get general comprehension (grabe & stoller, 2002: 13). in short, the basic idea of reading is to enable the reader to understand the text to get the information. koda in grabe (2009: 14) stated that comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. this statement shows the complexity of reading since we can say that reading is understood as a complex combination of processes. in addition, the instruction of first language reading and second language reading instruction are different. it causes dilemma for the development of second language reading ability. as students of reading 2, they have to participate on the class refering to reading 2 objectives such as reading comprehension. students need to process passing the reading 2 class if they want to get good score. students must not be fail in this subject because they have to continue to reading 3 class.due to the importance of reading 2 score for the students, this forces them to get score as high as they can. for those who realize that reading 2 is really needed as they finish their study, they may prepare themselves for facing test by studying and trying to test themselves. they may read alot and do the exercise in the book and check their answer by seeing its answer key. unfortunately, for the students who do not realize about the importance of it as they finish their study, they may doing nothing for preparing it. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 41 in the end of the reading 2 class, students must take test. the problem comes when some students do not understand the passage and answer the questions as well because of their lack ability to achieve full of understanding of the text on the reading 2 test, so that they need solutions to overcome their lacks. there are so many ways that the students can do for preparing themselves before doing reading 2 test and get the score as high as possible. one of the ways for preparing the test is by making use of test-taking strategy. the kinds of language use strategies employed by learners on the various forms of language assessment are referred to in the literature as test-taking strategies (cohen, 1992). to be specific, testtaking strategies are techniques that test takers resort to with the aim of getting correct answers on a given test. the successful use of these strategies does not necessarily imply mastery of the testing task at hand, as cohen (1986) explained clearly when suggesting that test takers may get their answers to a reading task right “without fully or even partially understanding the text”. in a later article, cohen (1992) noted that testtaking strategies represent processes that test takers can have control over by selecting what they believe would help them tackle a test question, suggesting that test-taking strategies are conscious processes. he added that these strategies can either be a short move (e.g., looking for a clue that links the information in the question to that in the reading text) or a long one (e.g., reading the whole text after reading the questions). to be specific, assiri (2011) explained that test-taking strategies are techniques that test takers use to get correct answers on a given test as the goal. it means test-taking strategy can help test-takers to enhance their ability in order to achieve score that they wish. the strategies offer some tips and strategies about how to answer the test correctly in the time given. in addition, cohen (1986) explained that test takers may get their answers to a reading task correct without understanding the whole text or part of the text. in his laterarticle, cohen (1992) stated that test-taking strategies represent processes that test takers can manage by selecting what they believe would help them to perform a question, it can be mentioned that test-taking strategies are conscious processes. he added that these strategies can be a short move (e.g., looking for a clue that refers the information in the question to the reading text) or a long one as well (e.g., reading the whole text after reading the questions). based on the case above, the writer is interested to know students test taking strategy that they have when they understand and answer the questions given in reading 2 class at stkip pgri jombang. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 42 method this study aims to find out to what test taking strategy used by the third semester students of stkip pgri jombang in performing reading 2 test. to identify what test taking strategy used by students of stkip pgri jombang in performing reading 2 test, the researcher applies descriptive design. the respondents of the study are 95 students from the third semester students of english department stkip pgri jombang. the respondents were asked to complete three research instruments; the reading comprehension test, testtaking strategy questionnaire and respondent’s background questionnaire. the reading comprehension test is taken from paper based test (longman complete course for the toefl©test by deborah philips: 2001). the questionnaires are adopted from questionnaires which were offered by cohen and upton in 2006 and adopted by assiri in 2011. the questionnaires originally consist of three types of strategies: reading strategies, test-taking strategies and test-wiseness strategies. however, the present study focuses on reading test, this study is going to use one of three types of strategies; test-taking strategies which consist of 28 items. the questionnaire of test-taking strategy is modified as “yes” or “no” response choices. then the respondent also completed the same questionnaire with a 5 point likert scale. the questionnaire was translated to indonesian to help participants understand the questionnaire items. before collecting data for main study, the researcher does a pilot study before the researcher goes to the main study. the pilot study is given to five students to dothe test and gives checklists on the questionnaire of test taking strategy. this step is done to check the materials and the research procedures appropriate for main study. the pilot study help participants understand what they do and how they do the procedures as well. the researcher explains the questionnaires and reading sets in order to ensure that participants in doing the test. after all procedures above are done, the process of data collection in this study is completed. the researcher tests the students using reading comprehension test. after doing the test, the students give a checklist on the questionnaire of test taking strategy. the gathered data was taken from the procedure as follows: first, the research uses principal component analysis (pca), covering 28 items strategies to analyze the classification of strategies. the gathered data were analyzed statistically using the computer software program statistical package for social science version 17 (spss 17). at this stage of analysis, the correlation matrix produced cluster of factors. pca was used in order to journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 43 have types or components of test taking strategy in performing reading 2 test. result test taking strategy used by students the principal component analysis (pca) with eigenvalue 1.0 or more, resulted 7 factors, and the cumulative variance is 69.1 %. the communalities analysis showed that all 28 strategy items were more than .3 and it indicated that each item proper well with the otheritems in its component. there were 7 factors, one factor obtained variance = 28 %, one factor obtained variance = 12 %, one factor obtained variance = 7 %, one factor obtained variance = 6 %, one factor obtained variance = 5 %, one factor obtained variance = 4 %, one factor obtained variance = 3 %,. table 1: the result of factors and their variance factor strategy category variance 1. option-selecting strategies 28.03% 2. question-rereading strategies 12.81% 3. option comprehension strategies 7.62% 4. answer-checking strategies 6.98% 5. option consideration strategies 5.52% 6. cognitive strategies 4.38% 7. clues-finding strategies 3.83% comulative varience 69.1% as shown in the table 1 above, factor 1 obtained greater loadings from 28 strategy items,28.03 % of the variance. it covered six strategy items that deal with selecting optionsthrough elimination of other option(s) as unreasonable based on paragraph/overall passage meaning. it also includes strategies to select options through elimination of other option(s) as similar or overlapping and not as comprehensive, strategies to select options through elimination of other option(s) as unreasonable based on background knowledge, strategiesto discard option(s) based on vocabulary, sentence, paragraph, or passage overall meaning as well as discourse structure, strategies to select options through their discourse structure. discards option(s) based on background knowledge. this factor was named as option-selecting strategies. factor 2, in addition, obtained 12.81% of the variance. there were seven strategy items which explain strategies to go back to the question for clarification: paraphrases (or confirms) the question or task, strategies to go back to the question for clarification: rereads the question, strategies to predict or produce own answer after reading the journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 44 question and then looks at the options (before returning to text), strategies to go back to the question for clarification: wrestles with the question intent, strategies to predict or produce own answer after reading questions that require text insertion (i-it types), strategies to read the question and considers the options before going back to the passage/portion, and strategies to predict or produce own answer after reading the portion of the text referred to by the question. due to the most of strategies rereading the question, thus, this factor was described as question-rereading strategies moreover, factor 3 obtained 7.62% of the variance which consisted of four strategy items. they were considering the options and paraphrasing the meaning, selecting options through vocabulary, sentence, paragraph, or passage overall meaning (depending on item type), considering the options and defining the vocabulary option, and looking at the vocabulary item and locating the item in context. due to this category involved understanding the options, this category was called option comprehension strategies. factor 4 which obtained 6.98% of the variance, loaded two strategy items. this factor involved strategies that allow test takers to reconsider or double-check the response and to consider the options and wrestle with the option meaning. thus this factor was describes as answer-checking strategies. furthermore, factor 5 was named option consideration strategies which explained 5.52% of the variance and consisted of four strategy items. they were about considering the options and draging and considering the new sentence in context, making an ducated guess (e.g., using background knowledge or extra-textual knowledge), considering the options and postponing consideration of the option, and considering the options and selecting preliminary option(s) (lack of certainty indicated). factor 6 obtained 4.38% of the variance was called cognitive strategies which covered three strategy items. they are strategies of considering the options and identifying an ption with an unknown vocabulary, considering the options and checking the vocabulary option in context, and selecting options through background knowledge. factor 7 explained 3.83% of the variance. it loaded two strategy items. this factor was described as cluesfinding strategies that mainly concerned with strategy to read the question and then read the passage/portion to look for clues to the answer, either before or while considering options, and considering the options and focusing on a familiar option. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 45 discussion it was found that students of stkip pgri jombang used primarily seven strategy components. each component represents some certain strategy items related to perform reading comprehension test. these seven components are (1) optionselecting strategies, (2) questionrereading strategies, (3) option comprehension strategies, (4) answerchecking strategies, (5) option consideration strategies, (6) cognitive strategies, and (7) clues-finding strategies. the first component was named option-selecting strategies since it covered strategies which are related to selecting options through elimination of other option(s) as unreasonable based on paragraph/overall passage meaning, selecting options through elimination of other option(s) as similar or overlapping and not as comprehensive, selecting options through elimination of other option(s) as unreasonable based on background knowledge, selecting option through discarding option(s) based on vocabulary, sentence, paragraph, or passage overall meaning as well as discourse structure, selecting options through their discourse structure, and selecting options through discarding option(s) based on background knowledge. according to assiri (2011) and cohen & upton (2006), to perform questions which focus on basic comprehension, interference and read to learn items, students can apply these strategy items on this component such as discarding option(s) based on vocabulary, sentence, paragraph, or passage overall meaning as well as discourse structure, selecting options through their discourse structure, and discarding option(s) based on background knowledge. in addition, cohen and upton, (2006) explained about basic comprehension questions include vocabulary, pronoun reference, sentence simplification, factual information and not/except items; inference includes basic inference, rhetorical purpose, and insert-text items; and read to learn questions include prose summary and schematic table items the second component was described as question-rereading strategies which has seven strategy items which explain strategies to reread the questions by paraphrasing the question, strategies to re-read the question for clarification, strategies to predict or produce own answer after reading the question and then looking at the options (before returning to text), strategies to re-read by wrestling with the question intent, strategies to predict or produce own answer after reading questions that require text insertion , strategies to read the question and considers the options before going back to the passage/portion, and strategies to predict or produce own answer after reading the portion of the text referred to by the question. according assiri (2011) and cohen & upton (2006), strategies, such as predicting or producing own answer after journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 46 reading questions that require text insertion, reading the question and considering the options before going back to the passage/portion, and predicting or producing own answer after reading the portion of the text referred to by the question, help students to response questions which deal with interference and reading to learn items. based on ets, (2003) interference and reading to learn items focus on students’ ability to connect information and recognize the organization and purpose of the text. the third component consists of four strategy items. the component was called option comprehension strategies. there were considering the options and paraphrasing the meaning, selecting options through vocabulary, sentence, paragraph, or passage overall meaning (depending on item type), considering the options and defining the vocabulary option, and looking at the vocabulary item and locating the item in context. these strategy items could be used by students to apply in performing questions that focus basic comprehension and inference items. according to task classification (ets, 2003), basic comprehension and interference questions focus on lexical, synthetic and semantic ability. this finding supports the study of the assiri (2011) and cohen & upton (2006) that strategies included considering the options and paraphrasing the meaning, selecting options through vocabulary, sentence, paragraph, or passage overall meaning, considering the options and defining the vocabulary option, could be used by students in answering question about basic comprehension and inference. the fourth component loads two strategy items. this factor involved strategies that allow test takers to reconsider or double-check the response and to consider the options and wrestle with the option meaning. this finding deals with the previous study of assiri (2011) and cohen & upton (2006). the component helps student to response read to learn questions. according ets, (2003) read to learn questions focus on understanding the major ideas and relative importance of information in text the fifth component was named option consideration strategies which consist of four strategy items. according the study of assiri (2011) and cohen & upton, (2006), strategies, such as considering the options and postponing consideration of the option, and considering the options and selecting preliminary option(s) (lack of certainty indicated)areused by students to perform questions that focus basic comprehension vocabulary, sentence simplification, and factual information and inference items that focus on basic inference and rhetorical purpose. the sixth component was described as cognitive strategies. assiri (2011) and cohen & upton, (2006) stated that to perform questions which focus on basic comprehension, students can apply journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 47 these strategy items such as considering the options and identifying an option with an unknown vocabulary, considering the options and checking the vocabulary option in context, and selecting options through background knowledge. according to task classification (ets, 2003), basic comprehension questions are used to asses lexical, synthetic and semantic ability. the seventh component loads two strategy items that mainly concerned with strategy to read the question and then read the passage/portion to look for clues to the answer, either before or while considering options, and considering the options and focusing on a familiar option. this component was called clues-finding strategies whichcould be used by students to apply in performing questions that focus basic comprehension vocabulary, pronoun reference, sentence simplification, factual information, and not/except items, and inference items that focus on basic inference, rhetorical purpose, and insert text items (assiri, 2011; cohen and upton, 2006) conclusion and suggestion the result bore some suggestions, to teachers, they are motivated to make their students know test taking strategy. teachers can employ the strategies to be practiced by their students as frequently as possible in order to students can use the strategy authentically and achieve a better score in reading comprehension test, they are required to play their roles properly in order for test taking strategy to be optimized. thus test takers should be more conscious about the importance of test taking strategy that they use and believe that test taking strategy as powerful strategy to performreading comprehension test. future researchers are suggested to the similar research by recruiting a larger sample and using random sampling in participant selection. future researches are also suggested to pose questions regarding to students which have higher score and lower score whether they use test taking strategy as similar frequency and pose another question regarding to the profile of test taking strategy use and to pose question how students use test taking strategy in performing reading comprehension test. references assiri, m. s. (2011). test-taking strategy use on the reading section of the toefl ibt: a study of arab esl learners. retrived february 3, 2015, from http://dc.library.okstate.edu/. journal of english language teaching volume 4 nomor 1, februari 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 48 carnine, d., silbert, j., & kameenui, e.j. (1990). direct instruction reading (2 nd edi). new york: harper collins. cohen, a. (1986). mentalistic measures in reading strategy research: some recent findings. the esp journal, 5(2), 131-145. cohen, a. (1992). test-taking strategies on language tests. journal of english and foreign languages, 10 (11): 90-105. cohen, a., & upton, t. (2006). strategies in responding to the new toefl reading tasks. (toefl monograph series report no. 33). princeton, nj: ets. ets. (2003). task specifications for next generation toefl reading test. princeton, nj: author. grabe, w. (2009). reading in a second language: moving from theory to practice. cambrigde: university press. grabe, w., & stoller, f. l. (2002). teaching and researching reading. great britain: longman. richards, j.c., & renadya, w.a. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.38-48 doi:10.33394/jo-elt.v8i1.3708 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 38 teaching speaking of hotel room service information by using comic strip via google meet application #1 putu ngurah rusmawan, *2 ely trianasari, *3 ninik sri rahayu wilujeng #1 english lecturer, tourism business management, politeknik negeri banyuwangi, indonesia *2 english lecturer, engineering, politeknik negeri banyuwangi, indonesia *3 lecturer, live stock processing, politeknik negeri banyuwangi, indonesia corresponding author email: putungurahrusmawan@poliwangi.ac.id a b s t r a c t s a r t i c l e i n f o during covid 19 teaching and learning should be conducted via an online system. one of the supporting tools is using the application of google meet. the student in the tourism business management department must able to speak english in descriptive text fluently. the students must be provided excellent english skills to escort and to explain the clear hotel room facilities and services for international guests. the comic strip is teaching media that is suitable in-state polytechnic of banyuwangi because it can help the student to understand the text easily. the lecturer tried to describe the teaching speaking activity in the classroom using the google meet platform. the study used a descriptive qualitative research design. the researcher analyzed and described the teaching speaking in the descriptive text by using comic strip for the tourism department. the preparation of the lecturer was syllabus and course agreement which consist of learning objective and indicator, the method, and learning sources. the lecturer taught the students based on course agreement. the lecturer only facilitated the students to be active in speaking descriptive text. he asked the students to do modeling communication in a hotel. one of the students performed as a bell boy and the other as a tourist who wants to stay in a hotel. during the teaching-learning process, the lecturer got three main troubles in conducting the teaching process. there was students’ low in vocabulary, pronunciation, losing signal, and trouble in expressing sentences. speaking descriptive text course which was taught by the lecturer proceeded effectively and acceptable for the students. article history: received: april, 2021 revised: may, 2021 published: june, 20219 sep 2018 keywords: comics strip, speaking, descriptive text, google meet application, how to cite: rusmawan, p., trianasari, e., & wilujeng, n. (2021). teaching speaking of hotel room service information by using comic strip via google meet application. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 3848. doi:https://doi.org/10.33394/jo-elt.v8i1.3708 introduction mastering english for international communication is a must for students in the d-4 tourism business department of politeknik negeri banyuwangi. english is an international system of communication that can help to open the investment of business and tourism communication. one of the english proficiency that was compulsory to be learned by the tourism department was speaking skills. the main objective of teaching english especially mailto:putungurahrusmawan@poliwangi.ac.id http://dictionary.cambridge.org/dictionary/english/system http://dictionary.cambridge.org/dictionary/english/communication rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 39 speaking skills is to enable students to use the language effectively. in teaching speaking skills the main target is the students who are able to use the language properly. speaking skill is the students’ ability to express their ideas orally which is represented in the students’ minds. according to nunan (2003) states that speaking ability was more complex and more difficult than people assume and speaking study like study other cases in the study of language. in speaking class, lecturers are required to create a communicative and interactive atmosphere actively by giving students plenty of opportunities to practice the target language. the class should be focused on student-centered since march 2020, corona virus disease 19 was spread out worldwide. it had been already one year. many students and teachers over the world avoided offline classroom meetings. the classroom teaching and learning process should be on an online system. one of the online applications that were used to make classroom interaction was google meet. it was the alternative applications that enable to teach of speaking skills descriptive text. using the google meet application, the lecture can share the screen of the comic strip about the conversation in a hotel room and the restaurant. the comic strip was believed that could help the students to speak descriptive fluently (merc, 2013). it could open high creative speaking descriptive text. transactional communication in tourism is motivated by an exchange of goods and services, for example, booking a flight at a travel agent, whereas the motivation for interactional communications primarily to create and maintain a social relationship, for example, casual conversation between friends (brown, 2007). according to harmer (2007), there are some themes selected in teaching speaking are suggested to follow the following sequence, one of them is the topic on social activities, either interpersonal (social interaction), or transactional (getting things done) types, e.g: talking about the trip to tourism object, expressing of agreement or disagreement, expressing of happiness or sadness, inviting and accepting/refusing an invitation, etc. based on the course agreement for teaching speaking in the d-4 tourism business management department in politeknik negeri banyuwangi, the students are expected to speak descriptive text about hotel service information fluently. tourism business management students at politeknik negeri banyuwangi must able to serve international guests well. the students also can do the transactional and interpersonal activities better, they can express the complex meaning by speaking descriptive text. the purpose of this study is to know the teaching process by using comic strips to teach the students’ speaking ability in the tourism business management department of politeknik negeri banyuwangi via the google meet application. the researcher chooses the student in first grade of class b of politeknik negeri banyuwangi because based on the information from the lecture they are the best students speaking. the researcher focused on teaching and learning activities as the subject of the study. the expressions that will be emphasized in this study are about ordering something, hotel room facility, and room service restaurant. this study aims to focus more on the teaching and learning strategy in using the online system google meet rather than the formation of students during performing students speaking activities in descriptive text offline. therefore, using the google meet application can promote meaningful interaction between the learners and as a result can help to enrich their language production. research method this section described how to get the data information of lecturer and students activities during learning speaking descriptive text hotel information system by using comic strip. rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 40 research design the research design of the study was a descriptive qualitative design. susanto (2010), stated that case study research used a qualitative research design that the researcher should explore and found the depth data collection. it contained the sources of information (for example, observation, interviews, audiovisual material, documents, and reports), and reports a case description and case-based themes. in this study, the researcher observed the teaching speaking by using comic strip in business tourism management at politeknik negeri banyuwangi via google meet application. subject the subject of the study is the first grade of students from tourism business management at politeknik negeri banyuwangi. the researcher chooses tourism business management at politeknik negeri banyuwangi. the lecturer stated that students understand the material by given using comic strips via the google meet application. the researcher took first-semester students and the lecturer as the subject of the study. there were 25 students in this class; 10 males and 15 females and the english lecturer. instruments the instruments used in this research were observation, questionnaire, interview, and documentation. according to susanto (2010) observation is the process of gathering first source information by observing people and places at a research site. bogdan and biklen (2007) stated that the observation checklist is most often used to evaluate the descriptive that a teacher used during classroom teaching. an actual observer is unremarkable and makes some notes based on everything that the observer saw. the researcher can make the evaluations and also gives the lecturer an idea. the researcher needed an observation on the english lecturer of the first semester students. during the teaching-learning process, he obtained data by joining the link of the google meet application and he took note of every conversation and event that had been occurred during classroom daring interaction. here, the researcher wanted to know the fact and the real data about the teaching speaking in terms of the descriptive of the lecturer’s preparations in teaching speaking, the difficulties that the students had in speaking, and the way the lecturer in overcoming the students’ speaking problem at politeknik negeri banyuwangi. according to susanto (2010), a questionnaire is a form used in a survey design that participants in a study complete and return to the researcher. the participants choose answers to questions and supply basic personal or demographic information. the types of the questionnaire that the researcher used were dichotomous questions and open-ended questions which allowed the students to answer a yes-no question and let them give their reason for each their answer. in this case, the researcher will give 10 questions to the students about teaching-learning speaking by using the google meet application. according to susanto (2010), the interview process happened when researchers asked someone or more participants general, open-ended questions and record their answer. the researcher will do an informal interview with the english lecturer in politeknik negeri banyuwangi to know the teaching-learning process by using the google meet application in teaching speaking. the interview activity will be conducted after the teaching-learning activity. according to creswell (2013), documents consist of public and private records that qualitative researchers obtain about a site or participants in a study, and they can include newspapers, minutes of meetings, personal journals, and letters. the document collected in this research was the lecturer’s preparation, such as syllabus, course agreement, and students’ worksheet. rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 41 data analysis the data of the research would be analyzed through some steps, questionnaires were calculating to answers the research question. the interview transcription will be collected, reduced, and selected based on research that must be answered the research question. an observation guide would be the result of the checklist for the classroom activity via an online system. the researcher also analyzed lecturer documentation interpreted the course agreement, and the students' worksheet the speaking, the researcher analyzed the lecturer evaluation on the students' achievement in speaking descriptive text and concluding based on the data analysis above. the data taken from observation and interview were analyzed directly by giving discussion and related it with a review of related literature. on other hand, data taken from the questionnaire were analyzed using the formula in figure 1. figure 1. the formula of calculation the students’ questionnaire (source: arikunto, 2008) note: r = students respond f = frequency of students’ respond n = the number of students research findings and discussion this section presents the findings and the discussion of the research. the findings were based on the observation checklists and the questionnaire. the data were related to the student's activities during the teaching and learning process. the discussion provides information on how the lecturer taught speaking skills in the descriptive text by using comic strip via google meet application. research findings the findings were completed by the supporting data. in this part, the researcher explained the process and findings of the research. the aim of this study is to investigate the fact that has occurred in teaching descriptive text by using the comic strip as media at politeknik negeri banyuwangi. there were two meetings that had been done on january 4 th and 11 th , 2021. the first meeting was implementing the teaching of speaking descriptive text by using comic strip. the second meeting was reviewing the material and giving a test. the plan consisted of teaching-learning items, such as the material, the media, and the course agreement. the material was descriptive and the theme was hotel service information and room facility. the media, the researcher used comic strip as media in teaching descriptive text. the course agreement was prepared by the lecturer, consists of (a) the subject, course description, semester, academic year, and time allotment, (b) the objective of the course agreement that was at the end of the teaching and learning process, the students were able to get information from guiding question to make about hotel room facilities text by using comic strip, the students were able to respond orally about hotel information system and by using comic strip, students were able to do transaction dialogue based on the information in r = f x 100 % n rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 42 the comic strip, (c) the teaching-learning process was divided into some phases, they were opening, main activity, and closing, (d) the source was taken from a book and the internet, (e) the oral test was chosen by the researcher as the evaluation. the first meeting was used for teaching speaking by implementing comic strip as media in teaching-learning. the second meeting was reviewing the material and conducting a test. meeting i the first meeting was conducted on january 4 th , 2021. based on the time allocation in the course agreement, this meeting was held for 90 minutes or 2 x 50 minutes. it started at 09.00-10.30 am. at the end of the lesson, the students were expected to be able to get information from the guiding question to make a hotel facilities description based on the comic strip; students were able to respond orally by using comic strip students were able to do the transaction dialogue based on the information in the comic strip about hotel service information. pre activity this activity was carried out in 15 minutes. there were steps in this section. first, the lecturer asked the students to pray together. then, she checked the students’ attendance and introduces herself. after that, the lecturer told the objective of the course agreement and stimulated the students about the topic that would be discussed and the media comics strip that would be used. whilst activity whilst activity was carried out in 65 minutes, whilst activity divided some parts first, the lecturer gave brainstorming by using comic strips around the room hotel about vocabularies which related to the lesson. second, she described the room facility. then, the lecturer explained about description text. after that, the lecturer asked the students to make some groups then the students should look for the comic strips on their screen to discuss together a. next, the lecturer gave the task by answering the guiding question based on the worksheet, and then the lecturer controlled the students’ activity in giving information and making descriptions. after that, the lecturer asked some students to describe their online assignments via the google meet application. in the last section, the lecturer gave corrections about their description. after giving brainstorming, the lecturer continued whilst activity by describing the hotel service information about the room facility. after that, the lecturer explained descriptive text. after explaining about description text, the researcher asked the students to make some groups based on students’ preference, then the students should look for the room related to their screen. after that, the researcher gave the task by answering the guiding question based on the worksheet. the researcher controlled the students’ activity in giving information and making descriptions. the researcher controlled them when asking the question and making the description. while the researcher was observing the students who were doing the conversation, the researcher found out they had difficulty in arranging words to speak and most of their pronunciation was poor. after the conversation was finished, the researcher discussed the guiding question. she stimulated the students to speak up by answering guiding questions such as, “how about the bedroom size in this room?” in the last section of whilst activity was, the researcher asked some students to explain their descriptions in google meet then the lecturer gave corrections about their descriptions. the students presented their descriptions. another student who did not present should give the question to the presenter. most of them were reluctant to ask questions because they were rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 43 not confident to speak english. after that, the researcher gave feedback to the students by giving the correction toward their pronunciation and grammar usage. post activity this activity was carried out in 10 minutes. in this activity, the lecturer asked about the material and difficulties during the teaching-learning process and making a conclusion. during the classroom activities via the google meet application above, the observer that was the english lecturer of tourism business management filled the observation checklist to know how far the students’ enthusiasm while the teaching and learning process that was found in the meeting i. observation in this case, the researcher used some instruments to know about the student's attitude toward the use comic strip as media in this study. the instruments were observation checklist, questionnaire, and the students’ achievement or the result of the students’ test that each of them was explained in more detail as follows. the result of the observation checklist meeting one this section has already explained the observation checklist. this observation checklist was used to know the students’ attitudes toward the teaching-learning activity. from the observation result during the implementation, the researcher formulated four indicators such as; the students were enthusiastic in the lesson, the students were able to follow each instruction correctly from the researcher, the students asked the researcher, the students did the task from the researcher, with two categories, they were active and passive. if the students got more than three indicators, it means the students were active, and if the students only got two to one indicator, it means the students got a passive attitude. based on the result of the observation checklist from the first meeting, the researcher found only 17 students who got active in the first meeting and 8 students were passive because several of the students were interested in the descriptive comic strip, many of students felt difficult to arrange word in english sentence. much of their vocabulary used was inappropriate because had limited vocabulary. many students made mistakes in pronunciation. so, the students were not confident to express their idea orally. the researcher found the observation checklist that the students’ activeness in the teaching and learning process was not improved in every meeting. because less than 17 students got active. the result of the questionnaire meeting one the questionnaire was used to know the response of the students about using comic strip in teaching speaking descriptive text. the questionnaire consisted of ten questions with yes and no answers, they are; (1) are you happy when you studied speaking skill in the descriptive text by using comic strip via the google meet application? (2) is using comic strip good for teaching speaking in the descriptive text? (3) is using comic strip helping you to speak descriptive well and correctly? (4) do you understand when you studied speaking skills in the descriptive text by using comic strip? (5) do you motivated to study during the teaching and learning process? (6) is the lecturer’s instruction clear during the teaching process? (7) is comic strip appropriate in teaching speaking in the descriptive text? (8) do you prefer to use the comic strip as a media in teaching speaking especially in the descriptive text? (9) according to your opinion, is there any advantage you get when join in teaching speaking descriptive text by using comic strip? (10) do you feel easy when you did the assignment?. rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 44 table 1 the result of questionnaire of students’ attitudes no. questions yes no total 1. are you happy when you studied speaking skills in the descriptive text by using comic strip? 21 4 25 2. is using comic strip good for teaching speaking in descriptive? 20 5 25 3. is using comic strip helping you to speak descriptive text well and correctly? 21 4 25 4. do you understand when you studied speaking skills in the descriptive text by using comic strip? 20 5 25 5. do you get the motivation to study during the lecturer and learning process? 19 6 25 6. is the lecturer’s instruction clear during the teaching process? 20 5 25 7. is comic strip appropriate in teaching speaking in the descriptive text? 18 7 25 8. do you prefer to use comic strip as a media in teaching speaking especially in descriptive text? 18 7 25 9. according to your opinion, is there any advantage you get when join in teaching speaking descriptive text by using comic strip? 21 4 25 10. did you enjoy when you did the assignment? 21 4 25 total 199 51 25 average 19.9 5.1 25 from the result of the questionnaire conducted in meeting one, the researcher got 19.9 “yes” and 5.1 “no” included students who were absent in meeting one. so, the students answered the questionnaire with 19.9 or 20 students who had a positive response. it means more than 19 students had positive answers. the researcher found from the result of the questionnaire that students’ responses in teaching-learning by using comic strip had a positive response. the use of comic strip as media in teaching speaking descriptive text can promote students’ speaking skills. the researcher used the test as an instrument to assess the students’ speaking skills. the test was conducted on january 4 th , 2021. it was an individual test given to the students in oral form. the researcher asked the students to describe comic strip. then the researcher asked some questions related to the comic strip that had been described to measure their understanding. before the students presented to describe comic strip, the researcher allowed them to make a brief note of their characteristics to drill for the descriptive text for about 20 minutes. they were only allowed to see the comic strip as a guide for their speaking. from the result, the researcher found 22 students got scores less than 75. it means that only 88% of students could achieve the standard score. from the result, the researcher also found that students had poor vocabularies, difficulties in arranging words into a sentence, poor pronunciation, and low confidence. meeting ii meeting two was implemented on january 11 th , 2021. the researcher presented a different theme. the theme was about room service restaurant. in meeting one a few students still had a poor vocabulary, their pronunciations were still poor and few of them had lees confidence to speak up in front of the class. based on the problem that appeared in the meeting one, the lecturer could solve the problem which was found. the lecturer guided the students in pronunciation. the researcher invited the students to go around to see the comic strip. so, they could easily choose vocabulary which appropriated to describe the comic strip. the researcher also used the reward for making the students more motivated to speak up. the rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 45 lecturer who was teaching speaking of descriptive text by using comic strip with applying different object of learning, giving brainstorming, and practicing in a group they also consisted of teaching-learning items such as; the material, the media, and the course agreement. the material was descriptive and the theme was room service restaurant. the media, based on the title of this research, the researcher choose comic strip as media in teaching descriptive text. the course agreement was prepared by the researcher for presenting the material, consists of (a) the subject, class, semester, academic year, and time allotment, (b) the objective of the lesson that was at the end of the teaching and learning process, the students were able to get information from what the lecturer showed by comic strip and the students were able to speak up on descriptive, (c) the teaching-learning process was divided into some phases, they were opening, main activity, and closing, (d) the source was taken from a book and internet, (e) the oral test was chosen by the researcher as the evaluation. pre activity this activity was carried out in 15 minutes. like in the first meeting, there were three steps in this section. in the first step, the researcher asked the students to pray together. then, she greeted the students and checked the students’ attendance. after that, the researcher informed the objective of the lesson and stimulated the students about the topic that would be discussed and the media that would be used. whilst activity whilst activity was carried out in 65 minutes, whilst activity divided some parts first, the researcher gave brainstorming by using comic strips about room service restaurant about vocabularies which related to the lesson. second, the researcher asked the students to make some groups based on students’ preferences to look for the restaurant service related to room service. after that, the researcher gave the task by answering the guiding question based on the worksheet. next, the researcher asked some students to describe their assignments. in the last section, the researcher gave corrections to their description. after giving brainstorming, the researcher continued whilst activity by explaining the role of the test. then, the researcher asked the students to make some groups based on their preference then the students should look for their turn to speak up about room service restaurants related to their preference. in the last whilst activity, the student’s described orally the comic strip in online google meet without seeing the notes. post activity this activity was carried out in 10 minutes. in this activity, the researcher concluded the lesson and gave reinforcement to the students by announcing their scores and giving any suggestions to the students. the result of the observation checklist meeting two in this case, the researcher used some instruments to know about the student's attitude toward the use of comic strip as media in this study. the instruments were observation checklist, questionnaire, and the students’ achievement or result of the students’ test that each of them. from the observation result during the implementation in meeting two, the researcher formulated four indicators with two categories, they are: the students were enthusiastic in the lesson; the students were able to follow each instruction correctly from the researcher; the students asked the researcher; the students did the task from the researcher and the categories are active and passive. based on the result of the observation checklist from the first meeting up to the last meeting the data in enthusiasm were very good, the students' activeness and their fluency in rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 46 answering the researcher questions increased in every meeting. moreover, they looked happy in expressing their ideas orally. the researcher found only 23 students were got active and 2 students were passive in the second meeting. the result of the questionnaire meeting two the questionnaire was used to know the response of the students about using comic strip in teaching speaking descriptive text. the questionnaire consisted of ten questions with yes and no answers, they are; (1) are you happy when you studied speaking skill in the descriptive text by using comic strip? (2) is using comic strip good for teaching speaking in the descriptive text? (3) is using comic strip helping you to speak descriptive text well and correctly? (4) do you understand when you studied speaking skills in the descriptive text by using comic strip? (5) do you motivated to study during the teaching and learning process? (6) is the lecturer’s instruction clear during the teaching process? (7) is comic strip appropriate in teaching speaking in the descriptive text? (8) do you prefer to use the comic strip as a media in teaching speaking especially in the descriptive text? (9) according to your opinion, is there any advantage you get when join in teaching speaking descriptive text by using comic strip? (10) do you feel easy when you did the assignment?. table 2 the result of questionnaire the students’ attitude in meeting ii no. questions yes no total 1. are you happy when you studied speaking skills in the descriptive text by using comic strip? 23 2 25 2. is using comic strip good to teach speaking in descriptive? 22 3 25 3. is using comic strip helping you to speak descriptive text well and correctly? 23 2 25 4. do you understand when you studied speaking skills in the descriptive text by using comic strip? 24 1 25 5. do you get motivation to study during the lecturer and learning process? 21 4 25 6. is the lecturer’s instruction clear during the teaching process? 20 5 25 .7. is comic strip appropriate in teaching speaking in the descriptive text? 23 2 25 8. do you prefer to use comic strip as a media in teaching speaking especially in the descriptive text? 21 4 25 9. according to your opinion, is there any advantage you get when join in teaching speaking descriptive text by using comic strip? 24 1 25 10. did you enjoy when you did the assignment? 23 2 25 total 22.4 26 25 average 22.4 2.6 25 from the result of the questionnaire conducted in meeting two, the researcher found 22.4 answered “yes” from 10 questions which gave to 25 students. so, it means more than 22.4 or 25 students who had positive answers. the researcher found from the result of the questionnaire that students’ responses in teaching-learning by using comic strip in meeting two had a positive response. the researcher used the test as an instrument to assess the students’ speaking skills. the test was conducted in the second meeting on january 14 th , 2021. it was an individual test given to the students in oral form. the researcher asked the students to describe comic strip one. then the researcher asked some questions related to the comic strip that had been described to measure their understanding. before the students presented to describe comic rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 47 strip, the researcher allowed them to make a brief note of their characteristics to drill for the descriptive text for about 20 minutes. from the result, the researcher found that only 2 students got scores less than 75. it means the result 92% of the students could achieve the standard score. so, the criteria of success were reached. the lecturer used the comic strip to teach the students’ speaking skills in descriptive text. the test was used by the researcher as an instrument to assess the students’ speaking skills in descriptive text. the use of comic strip can motivate the students’ enthusiasm, activeness, and speaking scores. the students had a positive attitude of their enthusiasm, activeness, also their feeling, and their scores also improved. in this section, the result of this research was discussed based on the relevant theories under the study in the use of comic strip to increase speaking skill in the descriptive text of the tourism business management of politeknik negeri banyuwangi. discussion this part would present the result of the data analysis. it correlated the result and the theories. during the implementation from the observation of this research in meeting one, the result of the students' average score was 76 so it was above the criteria of success. it has happened because the lecturer had prepared well before she began the teaching and learning activities. besides, the students were interested in the teaching and learning process. the students’ speaking skill was very effective. liu (2004) said that using comic strip is one of the very helpful media in producing words because the students can see the thing directly, the students can see, touch, and memorize the object well. so, they are able to use appropriate vocabulary in speaking. in meeting two, the lecturer gave brainstorming, and practice in a group topic of learning. she gave more attention and guidance to the low learners in class. the learning activity using the comic strip to teach the students’ speaking skills in descriptive text and gave positive effects to the students. it is in line with merc (2013) that using comic strip in teaching speaking can help the students improve their speaking skills in almost the four speaking elements (pronunciation, content, vocabulary, fluency). and using comic strip can stimulate the students to be more active in speaking lessons. the lecturer had two meetings and the students got more vocabulary and they could arrange their ideas effectively. every meeting, the students got the different object of descriptive text. furthermore, the students' activities in two meetings. from the criteria of success in speaking was above 75. in the observation checklist, students who were actively improved from the first day. moreover, the students’ responses were positive about the teaching and learning process using comic strip. conclusion based on the findings in the discussion, the researcher found that the lecturer used comic strips as media via the google meet application to teach the speaking descriptive text. she could run the teaching and learning process well because the lecturer had prepared the teaching preparation well such as learning agreement, media, source, and evaluation sheet. the students were able to learn speaking skills well in the descriptive text by using comic strips as media in the teaching-learning activities and it can give many advantages to the students as well as the lecturer. there were many advantages of using comics strip, first, the students could describe the hotel room services and facilities easily because they could see the characteristics of the hotel environment in the comic strip. it made the students be more confident to speak up about their idea. second, the lecturer could be made it by herself, it was very simple, easy and cheap. third, the lecturer got students’ interest by showing the comics strip because it very colorful and they could see it without asked them to imagine it. rusmawan teaching speaking of hotel ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 48 references arikunto. (2008). penelitian tindakan kelas. jakarta: rineka cipta. bodgan, c. r., & biklen, s. k. (2007). qualitative research for education (4 th ed.). boston: ally and bacon. brown, d. (2007). teaching by principles an interactive approach to language pedagogy. san francisco: longman. creswell, j. w. (2013). qualitative inquiry and research design choosing among five approaches (3rd ed.). united states of america: sage publications ltd. harmer, j. 2007a. how to teach english. essex: longman person. harmer, j. 2007b. the practice of english language teaching essex: longman pearson. liu, j. (2004). effects of comic strips on l2 learners' reading comprehension. tesol quarterly, 38(2), 225-243. https://doi.org/10.2307/3588379. merc, a. (2013). the effect of comic strips on efl reading comprehension. eskisehir: international journal on new trends in education and their implications. 4(5). 54-64. nunan, d. (2003). practical english language teaching. international edition, mcgrawhill, singapore, 88. susanto. (2010). konsep penelitian tindakan kelas dan penerapannya. surabaya: unesa universty press. https://doi.org/10.2307/3588379 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.172-180 doi:10.33394/jo-elt.v8i2.4398 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 172 the english speaking competency and challenges for bipa teachers *1 fadjar indra kurniawan, #2 iwan jazadi *1 english student, english department, stkip paracendekia nw sumbawa, indonesia #2 english lecturer, english department, stkip paracendekia nw sumbawa, indonesia corresponding author email: iwanjazadi@gmail.com a b s t r a c t s a r t i c l e i n f o this research aimed to determine: (1) how important english speaking ability is for bipa teachers; (2) what english speaking macro skills should be prepared to be a bipa teacher; (3) what obstacles bipa teachers find in the teaching process and how they solve them. this research used the qualitative method. the participants of this research were two bipa teachers from different offices, from west nusa tenggara province language office and mataram lingua franca institute. this research mostly used interviews to support the data of this research, while observation and documentation were used as supporting sources. the results of this research indicate that: (1) english speaking ability on a1 grade or the first grade is important because english is a bridge to connect the students to indonesian; (2) there are five macro skills of english speaking ability that should be mastered by bipa teachers; (3) the obstacles that mostly appear on the teaching process are based on the purpose of the learners to study indonesian and the characteristics of each student from different countries. article history: received: november, 2021 revised: december, 2021 published: december, 2021 keywords: english speaking ability, a1 grade, bipa teachers how to cite: kurniawan, f., & jazadi, i. (2021). the english speaking competency and challenges for bipa teachers. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 172-180. doi:https://doi.org/10.33394/jo-elt.v8i2.4398 introduction indonesia is an independent country because of its patriots and youths. on october the 28th, 1928, the first youth congress was held. this congress consisted of the ambassadors of youths from many places in indonesia (sumatra, java, kalimantan, sulawesi, etc.) to plan independent indonesia by recommending sumpah pemuda. the third point of sumpah pemuda is “kami putra dan putri indonesia menjunjung bahasa persatuan, bahasa indonesia” (aditya, 2021). indonesian has then been officially stipulated as the national language of indonesia since august the 18th, 1945. repelita (2018) states that the purpose of the birth of the indonesian language during the youth oath is essential so that the indonesian nation has a unifying tool in the form of language to unite those 250 million citizens who speak some 718 regional languages spreading from sabang in the west to merauke in the east, from manado in the north to rote island in the south of the archipelagic nation (cnn indonesia, 2020). as a national language serving a unifying lingua franca, indonesian is found to be much easier to learn for several reasons. it has no changes in the conjugated verbs based on time or tenses; it has relatively consistent spelling; there is no gender difference in the nouns; the subject does not cause verb changes; the nouns do not have a specific plural forms and only mailto:iwanjazadi@gmail.com jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 173 need to be repeated. yet, it is considered difficult in one thing, namely on the rules of the affixation use. therefore, english speaking foreigners has rated that indonesian can be learnt by a total stranger in about 9 months being in indonesia, much faster than learning arabic, chinese, japanese or any other language that does not share similar linguistic and cultural features with english that requires the learner to spend about two years in the target language country to be able to master the language well (sensei, 2017). at present, indonesian is an established language as it has a standard big dictionary (kbbi), a guidebook on terminologies, structures, and spelling, a five-year regular national congress to accommodate new development, and a national language maintenance and development body that caters for language policy making in a day-to-day basis. being the official language of the fourth and populous nation in the world and in line with the increasing role of indonesia in the international forum, indonesian has become an important language in the world. for example, indonesian is the third after spanish used in wordpress posting, has become a second language in vietnam, and is studied in 52 countries (bahtiar, 2019; gunawan, 2020). several reasons for foreigners to study indonesian are to prepare the young people and women to work in indonesia, interest in studying international law through the study of language differences, love of indonesian language and culture, preparation for studying, and the need for research programs to be conducted in indonesia (hardinata, budiana, & dewi, 2019). nugraheni (2015) suggests other reasons why foreigners learn indonesian, including reasons for work where foreign workers entering indonesia are required to take the indonesian language proficiency test (ukbi), diplomatic affairs, study affairs and short-term affairs such as tourism. teaching indonesian to foreign speakers (bipa) is an important part in indonesian language planning (hardinata et al., 2019). the bipa program is a process of learning the indonesian language specifically for individuals whose mother tongue is not indonesian and from outside indonesia where this program covers the design of the indonesian government under the auspices of the ministry of education and culture's language development agency as regulated in government law no. 24 2009 article 44 (jannah & yanti, 2020). teaching bipa means teaching indonesian to foreign speakers, therefore bipa teachers must have good knowledge of the target language (kemdikbud, 2012). tiawati (2018) states that insight related to how to pronounce the sounds of the language to be taught is the first knowledge that a bipa teacher must have where at the beginner level, the teacher must have the ability to explain how sounds in indonesian are produced by speech. in addition to having a mastery of indonesian as the target language, a bipa teacher should have an effective mastery of the foreign learners’ language (l1) especially when he/she teaches the beginning level students. teachers and learners use learners’ first language in a second or foreign language class to be able to ask and provide efficient clarifications and explanation of the lessons and as a means for develop social relationship (pablo, lengeling, zenil, crawford, & goodwin, 2011). nation (2003) suggests that l1 is used at the beginning level because it is natural to communicate in l1 with students who share the same l1 background. the use of l1 is useful in preparing the students before they perform written or oral tasks in english. the l1 use reduces learners’ shyness to engage with each other in learning the target language text. the l1 use can help ensure that the students are fully familiar with the topic to learn in the target language. thus, using l1 can transfer learners’ experiences to the target language and so learning process becomes effective (madriñan, 2014). on the other hand, pablo et al. (2011) found that, despite rampant use of l1, some students believe that l1 should not be used in a second or foreign language class. both pablo et al. (2011) and nation (2003) highlight that l1 use should be reduced gradually as the learners’ level increases. jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 174 in bipa teaching process, the teachers may face some obstacles. in terms of teaching bipa in indonesia, bipa program participants tend to be adults who are critical although their natural sensitivity to learning a second language has somewhat decreased. on the other hand, some bipa teachers do not have strong mastery of the participants’ first and language and culture. with regard to bipa teaching overseas, many students still perceive that learning indonesian is not very important while the bipa teachers do not have a special training and qualification before teachers; those who master indonesian are assumed able to teach bipa. thus, many bipa teachers overseas cannot increase the students’ motivation to learn indonesian (hardini, setyarini, & harto, 2021; nugraheni, 2015). this research focuses on bipa teaching especially for beginning level participants who come from english speaking countries, especially on the bipa teachers’ speaking competency of english as the participants’ l1. the research questions are how important english speaking competency is for bipa teachers, what english speaking competencies should be mastered, and what challenges bipa teachers face in teaching. the findings of this research can be used as a basic hint or reference for the candidate s of bipa teachers, so they can prepare themselves in the future. the first purpose of this study is how important is english speaking ability. by knowing this point, the readers may know the level of english users that be the criteria of bipa teachers based on the experiences and point of view of the informants. the second point is the speaking macro skills that should be prepared as bipa teachers. the purpose of this point is to know in detail about the english speaking skills based on what the informants experienced from the training and the skills being applied to their students overseas or in indonesia. the last is teaching obstacles based on the informants’ experiences. this knowledge is to give the readers conception, idea, or depiction from the views that the informants shared in their explanations about the odds that they experienced during the teaching process. research method research design this research was designed to be qualitative research. “qualitative research is a type of social science research that collects and works with non-numerical data and that seeks to interpret meaning from these data that help understand social life through the study of targeted populations or places” (crossman, 2020). “qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. it can be used to gather in-depth insights into a problem or generate new ideas for research. qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, and history” (bhandari, 2020). subject the participants of this research were two qualified and certified bipa teachers in west nusa tenggara province language office and mataram lingua franca institute. these institutions require their bipa teachers to have certificates and experiences in teaching indonesian (kbntb, 2021). instruments in collecting the data, the researchers applied observation, interview, and documentation. in this method, the researchers used a notebook and handphone to collect the data from observation and interview. documentation is material that provides official data or evidence that serves as a record” (lexico, 2021). the specific data that the researchers jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 175 collected in this research are the audio recording and notes about the explanation according to the questions asked, photos of them, and the teaching process. data analysis in analyzing the data of the english speaking ability of bipa teachers, this research has done some steps to reduce, display, conclude and verify the data. research findings and discussion research findings the research findings come from two research informants (mr. z and ms. h) as presented below. 1. the importance of english speaking competency in teaching bipa on a1 grade the first informant, mr. z, explained that speaking ability was very important to become a bipa teacher especially because the participants were mostly from english speaking countries such as australia and the uk. he explained that the speaking ability of a good teacher could support a good teaching and learning process as well. at the beginning level (a1), students tended to use their own language (foreign language) to communicate during the learning process. therefore, a teacher must have the ability to speak a good foreign language in order to teach the material, give instructions, and give assignments to students. however, english-speaking competency may not be a major consideration in the higher levels as the teacher may dominantly use indonesian in teaching. the second informant, ms. h, explained that the importance of english depends on the teachers’ placement or location of teaching. bipa teachers can be placed in the country or abroad. bipa teachers who are placed abroad consider mastering a foreign language (english) priority. this is because english is the language of instruction in the learning process. in addition, communication outside the classroom is related to academia, and communicating with people around to find information to support the teaching and learning process must use a foreign language (english). she further explained that bipa teaching for beginning class (a1) might adopt two learning systems, namely using pure indonesian in the entire learning process and using indonesian only when giving simple instructions according to the conditions of the students. it aims to make students familiar with the target language. if it is a percentage, then the use of foreign language at level 1 is 70 percent and the use of indonesian is 30 percent. then at level 2, the use of foreign languages is 50 percent and the use of indonesian is 50 percent. the higher the grade level, the higher the percentage of using indonesian language in the learning process. in other words, english speaking competency is highly needed for being bipa teachers for participants from english speaking countries. 2. english speaking macro skills bipa teachers of a1 level should have the first informant, mr. z, explained that teachers must have good skills in listening, reading, writing, grammar, and speaking. however, the most important one is the ability to speak. this ability is very important because teaching indonesian to foreign speakers requires good communication skills so that students can receive and understand all materials well. thus, bipa teachers must be at an intermediate or advanced english speaking level. in addition, bipa teachers must also fulfill competencies in public speech, such as meaning negotiation, ability to explain the material, cultural understanding (both foreign and domestic cultures), pronunciation clarity, accuracy, fluency, intonation, and the ability to control the speed when speaking. the second informant, ms. h, explained that english speaking competency is very important, but both foreign and local bipa teachers must have good writing skills and cross jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 176 cultural knowledge. this is because the bipa teachers have to translate written references from english into indonesian according to the material taught. they also translate and prepare in writing indonesian local materials into indonesian and english because they not only teach how to speak good and correct indonesian but also share the cultures of the archipelago. bipa teachers who are indonesian can teach their own culture to students, for example teaching sasak culture if the bipa teacher has a sasak ethnic background. this is a form of pride in our own culture. it also shows the diversity of indonesian culture in each province. teaching material related to culture can be through various ways, for example through dance, stories, and poetry. 3. challenges in bipa teaching the first informant, mr. z, explained that the various characters of students with different national backgrounds are one of the challenges in teaching bipa. the diversity in question is the way each student provides criticism of the material and the way the teacher teaches. students who come from australia are usually very critical so bipa teachers must really prepare themselves by studying the culture of the students. in addition, most of the students are adults. adults tend to be easily frustrated if the material provided is too much, even students sometimes ask the teacher to change the material according to what they need. therefore, a bipa teacher must really prepare to face all the challenges. the second informant, ms. h, explained that even though bipa teachers already have all the competencies needed to teach, they also face challenges in the teaching proc ess. the duration of time given by the university to the foreign students is sometimes too short, especially if the bipa material is used as an elective course. in addition, the different cultural backgrounds of each student are one of the obstacles in teaching bipa. thus, bipa teachers must be able to focus on the main goal, namely teaching indonesian. the cultural diversity of students can be used as a comparison between one culture and another so that the obstacle related to culture can be overcome. discussion 1. the importance of english speaking competency in teaching bipa on a1 grade from the explanations of the informants of this research, english speaking competency is classified based on the grade. a1 grade is the beginner class for foreign people who want to start or to learn indonesian. beginners mean those who firstly learn things on purpose (here is to learn indonesian) and the foreign people here are the english native speakers. as a beginner in learning indonesian, a foreign speaker still lacks knowledge and vocabulary. the students need english and a teacher who speaks english well, so they can engage in the teaching and learning well. bipa teachers must use english as the language of instruction to convey material and give instructions to students. based on this, the researchers conclude that speaking ability is an important thing that must be possessed by bipa teachers. this finding is in line with previous studies by nation (2003), pablo et al. (2011), and madriñan (2014) that l1 use helps beginning level students to familiarize and prepare themselves cognitively with the foreign language materials and helps shy students to transform socially and psychologically into the target language situation. 2. english speaking macro skills bipa teachers of a1 level should have both informants agree that bipa teachers of a1 level should have an intermediate to advanced mastery of english. the speaking macro skills of such level of english mastery are in line with descriptions given by (brown, 2003, p. 172) as explained below. jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 177 a. grammar a bipa teacher should be able to cope with basic structures quite correctly but may not have comprehensive control of them. from the data that the researcher got, accuracy points, which are one of the competencies that bipa teacher must possess, are closely related to the structure of speaking, including teaching indonesian in a class. the grammar ability of bipa teachers, both foreign and indonesian, is very important. this is because bipa teachers not only focus on how to pronounce indonesian but also focus on how to make students understand and be able to use good and correct indonesian according to indonesian language rules. an example of a case where the mastery of grammar is needed by a bipa teacher is when a bipa teacher will translate material from english to indonesian or vice versa. b. fluency a bipa teacher should be able to cope with most social conditions, such as introductions and non-formal conversations about actual issues and daily topics. fluency is needed in the process of delivering material and answering student questions. fluency means that bipa teachers do not use pauses such as "aaa .." and mix languages in educational processes. in the first grade, english is the bridge for learners to understand the use of indonesian. this argumentation is supported by one of the informants that explanation about the percentage of the use of english in level 1 or a1 grade by using english 70 percent. c. task a bipa teacher should be able to fulfill normal social and work demands and may ask for help in facing complex problems. teaching language and culture are inseparable. bipa teachers cannot teach language without cultural knowledge. bipa teachers look for good communicative ability and should be interesting in the way they deliver the materials. if bipa teachers introduce one topic, it is not only about one aspect of content, but it should combine with additional knowledge, just like indonesian, involved with its culture. being a bipa teacher, it is an obligation to learn about culture too, not only language. in addition, a bipa teacher should know how to create interest in teaching or maybe talk to strangers outside of the class. bipa teachers have to prepare themselves to face a situation when students have difficulties in learning. d. comprehension a bipa teacher should be able to understand the main points of conversations of general subjects that do not require special terms). students or learners in a1 class usually ask using their languages (foreign languages). if bipa teachers cannot understand about what the students ask, how they cant teach the students. people who want to be bipa teachers should prepare themselves and learn more english communication because it is specific to english. thus, english comprehension is the key to success in teaching bipa to foreign learners. e. pronunciation a bipa teacher has an accent that is intelligible though often quite faulty. on this point of assessment, a clarity is another important thing that bipa teachers must have. e very teacher should be able to explain or talk in english clearly, because the teacher is the bridge for students to understand indonesian. if bipa teachers do not have the clarity, they cannot give any benefit. jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 178 3. challenges in teaching bipa on a1 grade on the students' side, inability or lack of knowledge in indonesian is one of the major teacher obstacles during the teaching process. other obstacles may appear during the teaching and learning process from the students. teaching is not always about delivering or distributing knowledge from the teachers, but the teachers also have to make good frequent connections to get the students’ attention. the learning culture seems different in each group of countries. this finding is in line with previous research by richards (2011) who argues that teachers must have the ability to provide a good language model, to maintain the use of the target language in the classroom, to provide correct feedback on the learner's language, and to provide input at an appropriate level of difficulty. the characters of learners are different from country to country. what is common, though, is that most of the students are critical. the students usually question the way teachers teach them. this can be an obstacle to be bipa teachers. it means that the candidates of bipa teachers should be ready materially and mentally. the thing that should be prepared is not always about the teaching material, but also about cultural differences and understanding. this finding is in line with previous research by orlova (2014) and tedjasuksmana (2013) that cultural elements should be integrated into foreign language teaching. duration when teaching bipa is also an obstacle other than the various characters of students. the period specified by the foreign partner university may be too short, especially when bipa materials are used as electives. in some cases, students sometimes ask for more time to study, however, the campus cannot provide additional time so that inevitably the class must end. this finding on non-teaching obstacle is similar to a previous study by hardinata et al. (2019) that a bipa teacher should be able to adjust herself/himself and her/his teaching plans with the school environment and situation in ways that minimize learners’’ failure. then, the students taught in the bipa class are adults so they cannot be treated like teaching children. students sometimes ask the teacher to change the material at a meeting according to their needs. however, giving too much material to students will make them easily frustrated. in this case, the teacher must be able to manage time and manage teaching styles that can make students excited to learn and eager to follow the next lesson or material. thus, bipa teachers should apply principles of andragogy (skills to teach adults) to their adult learners (el-amin, 2020). conclusion a1 grade of bahasa indonesia for foreign speakers (bipa) is the basic or the beginner class for those who want to learn indonesian from the beginning of it. however, this class may not only consist of kids but also teenagers and adults. the purpose of their studies are different based on their needs. the research shows that english ability is important for bipa teachers, yet the most important ability that bipa teachers should have speaking competency. such speaking competency should meet intermediate to advanced level speaking macro-skills in terms of grammar, fluency, task, comprehension, and pronunciation. based on the challenges, bipa teachers are suggested to prepare themselves to face many circumstances when they are at teaching sessions. in addition to the foreign language mastery, bipa teachers should learn the students’ cultural background and critical ability, equip themselves with the indonesian or their own local or ethnic cultural knowledge, and be conversant with student-centered teaching and andragogy besides pedagogy or skills to teach children.it is also suggested that indonesia education study program at the university develop a strong concentration with substantial number of subjects including courses on the learners’ l1 focusing on speaking macro-skills, cross-cultural understanding, and andragogy. jazadi the english speaking competency ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 179 finally, it is acknowledged this research still relied on a small number of participants, future research on bipa teachers’ competency of the foreign learners’ language, especially english, is highly needed as this area is still under-researched up to the present, whereas its impact for making effective bipa teaching is awaited. references aditya, r. 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(2013). teaching culture to adult indonesian students in english classrooms: a mutual understanding approach. magister scientiae, 34, 194-202. tiawati, r. l. (2018). indonesian language learning planning for foreigners (bipa) for beginners level (perencanaan pembelajaran bahasa indonesia bagi penutur asing (bipa) untuk tingkat pemula). jurnal gramatika, 4(2), 393-402. https://www.zenius.net/blog/belajar-bahasa-indonesia jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.198-206 doi:10.33394/jo-elt.v8i2.4528 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 198 intercultural communicative competence: l2 learners’ participation on debating class #1 muliani, *2 dedi sumarsono #1 english teacher, faculty of culture, management and business, mandalika university of education, undikma, indonesia *1 english teacher, faculty of culture, management and business, mandalika university of education, undikma, indonesia corresponding author email: muliani@undikma.ac.id a b s t r a c t s a r t i c l e i n f o taboos in conversations will take place between speaker and hearer as the cultural awareness of the target language culture is not taken into account in the teaching and learning processes of english triggered this research to be conducted. this research deals with an analysis of intercultural communicative competence of l2 learners by means of applying constructivists model in which the preliminary description of how competent they are on l2 culture can be described. this research is qualitative research where eight students were arranged in debating class involved as the subject. two debaters from executive english debate community were engaged in this research as the team to construct the activities for the students. by providing an observation checklist and questionnaire, the finding shows that the students actively exchange their ideas, they feel part of learning, they are able to develop problem-solving through peer collaboration, and they are able to develop new skills and knowledge from the other members of groups. it can be noted that the motions provided during the research, in which the l2 culture is considered, have helped the l2 learners to enhance their intercultural communicative competence seen from their active participation. article history: received: december, 2021 revised: december, 2021 published: december, 2021 018 keywords: l2 learners, intercultural competence, constructivists model, participation how to cite: muliani, m., & sumarsono, d. (2021). intercultural communicative competence: l2 learners’ participation on debating class. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 198-206. doi:https://doi.org/10.33394/joelt.v8i2.4528 introduction in the development of the term, intercultural competence is labeled as “trans-cultural awareness” (agnes, 2016: 2) which presents a great challenge for elt teachers. they themselves do not always have the experience of multicultural immersion to rely on, and although foreign course books produced for the international market now offer a lot of interesting information about different cultures, they usually do not account for the learners’ home culture and mother tongue. in other words, it can be noted that the need to have a certain proper approach to achieve what is called trans-cultural awareness is urgently needed. in intercultural communication, some english learners may know the literal meaning of an utterance but may fail to understand its contextual meaning or fail to accurately understand the speaker’s intended force. in intercultural communication, being unaware of each other’s respective social and cultural traditions, the interlocutors may participate in the communication with their own cultural values and use their own cultural systems to interpret mailto:muliani@undikma.ac.id muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 199 the new situations they experience (yun long: 98). furthermore, hesar et al. (2012) state that no matter how proficient you are in all language skills in a foreign language or how perfect you speak that language it is difficult to communicate or negotiate with the native speakers of that language since you lack the cultural knowledge. in other words, the full mastery of a target language does not only involve the mastery of the language skills, patterns, and rules but also the target culture as it is supported by sarem and shirzadi (2014) states how important meaning in communication in which both the speaker utter the language and interlocutors need to understand the meaning of the communication. in addition, it is also supported by mahadi and jafari (2012: 234) also add that there is a very close relationship between language and culture in general, and a specific language and its culture in particular. constructivist model is a model proposed to be applied in this research modified from sharma and gupta (2013) in which the l2 culture is considered to be inserted on its applications. the steps of the model are as follows: 1. engage in the very first phase of the 5m model of constructivism is engage, an attempt is made to activate students’’ prior knowledge by engaging them in the four motions provided by the researchers to get information about their previous knowledge. in this phase, students were engaged by asking a question, defining a problem, and showing a surprising event. here, the role of the researchers was that of facilitators to create interest, generate curiosity, raise questions and encourage the students for response 2. explore in the second phase of 5e model of constructivism is explore, an opportunity is given to the students to extend the knowledge of the first phase. students were provided enough time to think freely, generate their own ideas, plan, investigate and organize collected information and record observations and ideas. they worked together in teams. here, the role of the researchers was that of facilitators to observe, to listen to students as they interacted, to encourage them to work together, and to ask probing questions to redirect the students’ investigation when necessary 3. explain in the third phase of 5e model of constructivism is explain, students were encouraged to explain their observations and findings in their own words in the learning cycle. researchers also asked for justification and clarification from students. in this phase, communication occurred between peers, the facilitators, or within the learner himself. this phase is also student-centered because students were given an opportunity to discuss, to listen critically the explanations given by the researchers and their peers, to raise questions about what they heard and to add their own explanations so as to engage in active learning. 4. elaborate in the fourth phase of 5e model of constructivism is elaborate, an opportunity was given to the students to use their previous learned information as a vehicle to enhance a deeper and broader understanding and investigate new ideas. they practiced learned skills, refined them, and changed their behavior. researchers encouraged the learners to apply and extend their understanding into new contexts. 5. evaluate the final phase of the 5e model of constructivism is evaluate. this phase allowed the researchers to determine if the learner had attained an understanding of concepts. evaluation occurred at all points along the continuum of the instructional process. the researchers evaluated the learners’ achievement by asking open-ended questions, observation structured by checklists, and students’ interviews. students evaluated their progress by interacting to each other in this phase. muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 200 the situation was constructed to get the students involved in a conversation. it is expected that the cultural experience model for english learners (huang, 2014) brought the students from unconscious culture experience into a conscious experience where the description of how they participate, as part of cultural experience model proposed by huang (2014). next to that, the situation arranged in their classroom can assist the researchers in gaining a preliminary description of their l2 cultural awareness. the result of this research is expected to be able to contribute theoretically to those who are interested in understanding more about second language acquisition in which the consideration of both tense and culture of english as the target language is one of the most important things to consider to get the approximation to this target language. furthermore, the result of this research is practically to contribute to the enhancement of tourism in west nusa tenggara. the result of this research could assist those who are taking part in the tourism area that the consideration of language and culture can be taken into account. research method research design this research was be conducted in the form of a qualitative research design considering the constructivist model by sharma and gupta (2013). this qualitative research design focuses on seeing the case of the subject of the research to answer how competent they are in their intercultural communication seen from their speaking participation during the debating class by applying five elements of constructivist model. figure 1. five elements of constructivist model. subject this research involved eight (8) students of the english language education program as the research subject. they were engaged in debating program as they went through 5 phases of the constructivist mode to see their participation as the aspect of the cultural experience model for english learners proposed by huang (2014) as the indicator used to see their intercultural communicative competence of english. instruments english debating topics with four motions chosen: 1) the house prefers online class to offline class 2) this house prefers to love someone by sparks rather than by choices 3) this house believes that instagram brings more harm than good 4) this house believes that santa should give a gift to all children, regardless of whether they were naughty or nice. the instruments brought the debaters/ learners to discuss and then think regarding the target muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 201 language culture. by having those emotions, it was expected that the students would naturally participate. observation checklist was used during the debating program to check the students’ while a questionnaire was used to strengthen the result of the observation. data analysis in analyzing the data, the qualitative description to answer the research questions was gained by considering the students’ participation as one of the elements of four-cultural experience model for english learners. the students’ participation was analyzed by analyzing both observation checklist and questionnaire. there are four questions provided to support the detail of the analysis of the students’ participations adapted from the fourcultural experience model as follow: a. i actively exchanged/did not actively exchange my ideas during the classroom discussion, why? b. i felt/ i did not feel part of learning during the classroom discussion. why? c. i was/was not able to develop problem-solving skills through peer collaboration. why? d. i was/ was not able to develop new skills and knowledge from other members in my group. why? while the observation checklist to support the analysis of the data adapted from the cultural experience model used are in table 1. table 1 observation checklist students’ participation yes no she/he actively exchanges his/her idea(s) during the classroom discussion she/he feels part of a learning during the classroom discussion she/he is able to develop problem-solving skills through peer collaboration she/is able to develop new skills and knowledge from other members in my group it can be noted that the data analysis is based on the answers of both the observation checklist (done by the researchers) and the questionnaires (done by the learners). the codification of the data was done first to ease the analysis of the data qualitatively supported by some related theories. research findings and discussion research findings this part deals with the findings of the research to get the detail of the four aspects from the result of the questionnaire and the observation checklist regarding the students’ participation during the debating class adapted from four-cultural experience model. from the eight subjects of the research, as the result of the observation, it can be seen that overall the students actively participated during the class. the result of the observation muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 202 checklists was supported by the questionnaires regarding the l2 participation are shown as follows: 1. exchange their ideas table 2 responses for q1a: exchanging ideas code responses for q1: exchanging ideas ps1q1a i actively giving my opinion during the discussion ps2q1a the class was fun and we asked each other actively ps3q1a i actively exchanged ideas during the class and it really improves my critical thinking ps4q1a i actively exchanged my ideas during the class because this debating class is proper for us to improve our critical thinking ps5q1a i actively exchanged my ideas during the class and i was active sharing the ideas ps6q1a i actively exchange my ideas during the discussion because the debate assisted us to develop my critical thinking ps7q1a the tutor actively engaged with us, explained our performance at the end every meeting, gave suggestion as well. it helped to be active exchanging ideas ps8q1a i actively exchanged ideas as i needed to be active during the class table 2 shows that the learners actively exchanged their ideas during the class with various positive reasons. in brief, it can be noted that they actively exchanged their ideas during the debating class and were able to develop their l2 intercultural competence because 1) the motions lead them to actively exchange their ideas 2) the tutors are very supportive and well engaged with the learners, and 3) they need to be active as they need to improve their competence of l2. 2. feeling part of learning table 3 responses for q1b: feeling part of learning code responses for q2: feeling part of learning ps1q1b i feel part of learning because i need a lot of knowledge to learn ps2q1b as the atmosphere of the class was fun, i felt part of learning ps3q1b the tutors were so friendly that i felt part of learning ps4q1b i felt part of learning because the tutors were smart and funny as well ps5q1b i felt part of learning because the tutors were so nurturing the members of the debating class ps6q1b i felt part of learning as the tutor was so funny. i felt comfortable ps7q1b i felt part of the class as the tutor interacted a lot with us ps8q1b i enjoyed the class that i felt part of learning muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 203 table 3 shows that most of the answers show that the learners feel part of learning because of the tutors who are friendly, nurtured, interact a lot with the class. in other words, the learners are feeling comfortable besides they also need a lot of knowledge to learn. 3. developing problem solving table 4 responses for q1c: developing problem solving code responses for q1c: developing problem solving ps1q1c i was able to develop the problem solving based on the motion given ps2q1c i develop the problem solving skills through discussion with peer ps3q1c the peer collaboration helped me a lot to develop problem solving regarding the motion ps4q1c i was able to develop the problem solving because the motion triggered us to find the solution through peer collaboration ps5q1c i was able to develop problem as we had to find solution to the existing problem given/motion ps6q1c i was able to develop problem solving skill because through discussion we could find the solution of the motion given ps7q1c the collaboration with team helped me to develop the problem solving ps8q1c the coach was very helpful and it helped me a lot to develop my problem solving the responses in table 4 show that the learners are able to develop their problemsolving regarding the motions given as they work in team, with peer, and with a great assistance of the tutors. 4. developing new skills table 5 responses for q1d: developing new skills code responses for q1c: developing problem solving ps1q1d the debating class helps me a lot to develop my new skill psq1d as we learn together in team, i was able to develop new skill from other members through discussion ps3q1d as we exchange the ideas in group, i was able to develop my new skill ps4q1d i was able to develop my new skill because every single person had to have an idea during the debating class ps5q1d i was able to develop my2 new skill because we had a lot interaction and we could exchange our ideas ps6q1d i was able to develop my new skill because the interaction with peer helped us a lot, we could exchange the ideas ps7q1d i listened to different arguments of the other team and it is good for developing my new skills ps8q1d i am a new bee in debating class, but i learned a lot and felt able to develop my new skill table 5 shows that all of the subjects stated that they can develop their new skills because the debating class leads them to work in team, to have a lot of interaction with muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 204 others, and to listen to different arguments in which that kind of situation helps them a lot to develop their new skills, particularly in speaking where the l2 culture is inserted. discussion this part deals with the discussion of binding the finding with relevant theories or even previous research to get more detail elaboration of how are the students’ l2 intercultural competence seen from their participation during the debating class where the motions and the situation provided were related to l2 culture. the codification of the data has been done to ease the data to be elaborated. p=participation, s=subject, q=question. regarding the finding, it can be restated that the students actively exchange their ideas during the discussion due to some main reasons: 1) the motions lead them to actively exchange their ideas 2) the tutors are very supportive and well engaged with the learners, and 3) they need to be active as they need to improve their competence of l2. this is a good situation because the motion as the media, the situation, the teacher, should be very supportive to assist the learners in developing their speaking ability as stated by rao (2019) that the classroom is the ideal platform to acquire good communication skills, especially, speaking skills. moreover, his statement is also in line with the situation arranged in this research that the teachers have to understand the problems of the ells (english language learners) and try to implement various teaching strategies in their classrooms in order to develop their learners’ speaking skills in english classrooms. next to that, from the answer of ps8q1a: i actively exchanged ideas as i needed to be active during the class. it is in line with what rao (2019) states that in this globalization era, there have been drastic changes taking place all over the world in which these tremendous vicissitudes occur when people have a strong desire to achieve something. it is very clear that the learners need to achieve their goal of having good l2 speaking ability where the culture is considered through the situation inserted. it is something expected that any learner participated well in speaking situation provided by feeling part of learning because by doing so, they were courageous to speak and get into the culture of the language being learned. it is proved the four-cultural experience model with every single step on this application works because based on the finding, it can be seen that the learners feel part of learning. it can be restated from the answers of the subjects that the tutors who are friendly, nurtured, interact a lot with the class, which make them feel part of learning. it is really needed as stated by hesar et al. (2012) that no matter how proficient you are in all language skills in a foreign language or how perfect you speak that language; it is difficult to communicate or negotiate with the native speakers of that language since you lack the cultural knowledge. thus, feeling part of learning or feeling part of the l2 culture established by the teacher in the class assists the learners to feel part of it and it will ease them to get into the l2 culture. it is also strengthened by rao (2014) in his study that it was also noticed that there is a deep sense of joy and fulfillment among the students because they have got an opportunity to enjoy learning english. next to that, it is also good that the learners have got their internal motivation of being part of learning as it is supported by one of the subjects answer ps1q1b: i feel part of learning because i need a lot of knowledge to learn. regarding the students’ responses for q1c: developing problem solving, it can be stated that the learners are able to develop problem-solving because of great team works. in other words, they work in team, with peer, and with a great assistance of the tutors. the tutors and peer collaboration are the important elements found as factors assisting l2 learners in developing problem-solving in their speaking class interaction, in this case, in the debating class. the answer for ps3q1c: the peer collaboration helped me a lot to develop problem-solving regarding the motion shows how important peer collaboration in muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 205 discussion is to assist learners to think creatively finding the solution for certain problem/motions given. it is in line with johnson, et al (2013) about the importance of working collaboratively in group. besides, collaborative learning is also in line with what kuo, chu & huang found (2015) in their research regarding collaborative learning through discussion. regarding ps8q1c: the coach was very helpful and it helped me a lot to develop my problem solving, it shows that the good engagement of the tutors helps the learners a lot to develop their problem-solving. it is in line with one of the procedures of applying constructivists model proposed by sharma & gupta (2013). besides, the topic/motion also takes an important role in triggering the learners to develop the problem solving as it is supported by the result of ps4q1c: i was able to develop the problem solving because the motion-triggered us to find the solution through peer collaboration. developing a new skill is also one of the aspects of questioning to see the students’ participation during the debating class. the result also shows that this element is well established as the students’ competence in l2 intercultural competence as it is supported by the finding that in the class, they have to work in team, to have a lot of interaction, and to listen to different arguments. in other words, supportive environment does help the learners to get into the approximation of the l2 culture through their speaking, their debating class, or through peer interaction as it is supported by kondo (2018). he deals with some contributing factors to students’ english speaking performance. those factors are environment, peers, teachers, and technology use. all factors mentioned are in line with what this research has found except the use of technology which is not mentioned as the answers of the subject. this is also not something to deal with in this research, but the chosen topic does. in brief, to be able to negotiate or communicate welling in l2, a good atmosphere must be built up. conclusion the research has been conducted to get a preliminary picture of how the students’ l2 intercultural communicative competence is built up by means of applying constructivist model regarding their participation as one of the aspects of cultural experience model. it can be concluded that the students actively participate during the class supported by the proper motions where l2 culture is inserted, the well-engaged teachers/tutors, and also peers assisting the learners to have a lot of interaction. all of those elements assist them to develop their intercultural communicative competence seen from the very active participation of the learners. acknowledgments unspeakable gratitude is delivered to research and community service of mandalika university of education (lppm universitas pendidikan mandalika) for the research funding that this research can be accomplished. references ágnes, m. (2016). developing transcultural competence in a digital elt course material for primary school students. multiscience. international multidisciplinary scientific conference. doi: 10.26649/musci.2016.143. hesar, m., p., k., m.y., & zarfsaz, e. (2012). why and how to apply culture in an efl classroom?. international conference on language, medias and culture (ipedr), 33, 68-72. huang, y. (2014). constructing intercultural communicative competence framework for english learners. cross-cultural communication, 10(1), pp. 97-101 doi:10.3968/j.ccc.1923670020141001.3970. muliani intercultural communicative competence ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 206 johnson, d., & johnson, r. (2015). cooperative learning: improving university instruction by basing practice on validated theory. journal on excellence in college teaching. 25. 85-118. kondo, p. (2018). contributing factors to students’ english speaking performance at universitas klabat. catalyst,17, 79-88. kuo, y.-c & chu, hui-chun & huang, c.-h. (2015). a learning style-based grouping collaborative learning approach to improve efl students' performance in english courses. educational technology and society. 18(2). 284-298. mahadi, t., & jafari, m. (2012). language and culture. international journal of humanities and social science, 2(17), 230-235. sarem, s., & shirzadi, y. (2014). a critical review of the interactionist approach to second language acqusition. journal of applied linguistics and language research, 1(1), 6274. sharma, h., & gupta, p. (2016). construstivist approach for teaching english: making sense of paradigm shift from the traditional approach. international journal of science and research (ijsr), 5. rao, b. (2014). use of media as an instructional tool in english language teaching (elt) at undergraduate level. international journal of english and literature, 5(6), pp.141143. rao, s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal(acielj), 2(2), 1-12. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.99-108 doi:10.33394/jo-elt.v8i2.3883 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 99 investigating the implementation of classroom assessment by novice english teachers #1 karunia eka nafilatul janah, *2 syafi’ul anam #1 english student, postgraduate program, universitas negeri surabaya, indonesia *2 english lecturer, postgraduate program, universitas negeri surabaya, indonesia corresponding author email: karunia.20044@mhs.unesa.ac.id a b s t r a c t s a r t i c l e i n f o classroom assessment plays an important role in the success of english language teaching and learning in the classroom. besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. some previous studies have proven that indonesian novice teachers of english faced various challenges related to the real field of teaching that assessment is one of the challenges. regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students‟ english skills including its challenges and opportunities faced by novice english teachers. this research employed an open-ended questionnaire involving four female novice english teachers who have less than three years of teaching experience when this research is conducted. the results show that most of the novice english teachers implemented achievement tests that are often summative and used various tasks for assessing their students‟ english skills. however, some of the novice english teachers could not answer the questions related to their practices of the assessment principles. furthermore, the novice english teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. lastly, one of the novice english teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students‟ learning progress, but also can know the weakness of the teaching. article history: received: june, 2021 revised: october, 2021 published: december, 2021d 16 aug 2018nline 09 sep 201 keywords: classroom assessment, novice english teachers, students’ english skills, challenges and opportunities how to cite: janah, k., & anam, s. (2021). investigating the implementation of classroom assessment by novice english teachers. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 99-108. doi:https://doi.org/10.33394/jo-elt.v8i2.3883 introduction assessment plays an important role in language teaching and learning (cheng & fox, 2017) since one way to know whether students can achieve the goals of language teaching and learning is by measuring their language ability or performance, which is through the process of assessment. assessment can be defined as an ongoing process to measure the language ability, knowledge, or performance of a person or student during the teaching and learning process (brown, 2004). in other words, assessment is the process of gathering and discussing information from a variety of sources in order to know and understand the knowledge gained by the students from their educational experience and to deepen and improve further learning (khan, 2018). in addition, whenever students respond to questions, mailto:karunia.20044@mhs.unesa.ac.id janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 100 offer comments, give opinions, or try out new words, teachers subconsciously do an assessment towards the students‟ performance. therefore, assessment cannot be separated from the teaching and learning process since assessment can be a source of information towards students‟ performance whether the students can successfully achieve the instructional objectives. based on the purposes, assessment can be summative, determining students‟ progress and levels of achievement, or formative, defining the effectiveness of teaching and learning process (davis, 2018). summative assessment takes place at the end of the study, while formative assessment is done during the study. hence, formative assessment is in line with assessment for learning, while summative assessment can be referred to assessment of learning (cheng & fox, 2017). therefore, since assessment is closely related to learning, assessment should be in line with the learning outcomes stating what the students should know and be able to do at the end of a course that are the results from all of the activities in teaching and learning. to become a successful language learner, the students are expected to be able to master the four language skills, reading, listening, speaking, and writing (kurniasih, 2011), as well as to perform their language ability. hence, the students‟ ability or performance of these four language skills needs to be measured through the process of assessment in the classroom, which is through classroom assessment. in the classroom assessment, the context of the assessment is in the classroom where the students there are as learners and the teacher is there to engage with the learners in the learning process (fulcher & davidson, 2007). in classroom contexts, tests are a subset of assessments that teachers can use for assessing the students‟ language ability, but are not the only form of assessment that teachers can make (brown, 2004). besides, the results of the tests can give significant effects on the students‟ language ability, the teachers‟ performance of teaching, and the language programs or institutions (douglas, 2014). therefore, such tests can inform the teachers that the students are making adequate progress and that the teachers themselves are doing their job well. designing a classroom language test can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. besides, when it comes to designing english tests, english teachers also have to make sure that they are able to do it well. meanwhile, not all english teachers are well-experienced in doing such things because of their assessment literacy which can also possibly be related to their length of experience in teaching. regarding the teachers‟ length of experience in teaching, a previous research has been conducted by widiati et al. (2018) that investigated the challenges faced by indonesian novice teachers of english; those who have completed their language teacher education program and then been commenced teaching english in an educational institution or those who teach a new course for the first time (farrell, 2012). this research revealed that indonesian novice teachers of english faced various challenges related to the real field of teaching; one of them is about designing and applying assessment procedure s that would be applicable to their classes. in addition, this research also showed that the student evaluation and scoring processes were also demanding since most of the subjects in this research have multiple grades and each class has a large number of students, so a process of student assessment and grading is also required. as a result, novice english teachers recognize the difficulty in assessing students' productive skills (speaking and writing) especially in the development and the implementation of assessment. as mentioned in the previous paragraph, indonesian novice teachers of english faced various challenges related to the real field of teaching, then, the result showed that assessment is one of the challenges faced. regarding the challenges related to assessment faced by novice english teachers, it is necessary to conduct a research that the focus is on the assessment, especially the implementation of classroom assessment by novice english janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 101 teachers including its challenges and opportunities since novice english teachers still have a short duration of teaching experience in english language classroom. as a result, this current research is aimed at investigating the implementation of classroom assessment by novice english teachers in assessing the students‟ english skills. it also endeavors to reveal the challenges and opportunities that they may experience or face related to the implementation of classroom assessment. therefore, the research questions can be formulated as follow: 1) how is the implementation of classroom assessment by novice english teachers in assessing the students‟ english skills?; and 2) how are the challenges and opportunities faced by novice english teachers related to the implementation of classroom assessment in assessing the students‟ english skills?. research method research design this research aimed to investigate the implementation of classroom assessment by novice english teachers. the researchers use a case study of qualitative research design. leavy (2017) stated that qualitative research is often characterized by an inductive approach to knowledge building aimed at producing meaning. in addition, many researchers use this method for a variety of purposes such as to explore, scrutinize, learn about social phenomena, uncover the implications of people for activities, situations, events, or artifacts, and gain insights into specific aspects of social life (leavy, 2017). in this research, the researchers systematically explore, describe, or explain the implementation of classroom assessment by novice english teachers in assessing the students‟ english skills in english language classroom. therefore, it also explores the challenges and opportunities faced by novice english teachers related to the implementation of classroom assessment in assessing the students‟ english skills. population and subject in this research, the data related to the implementation of classroom assessment in assessing students‟ english skills including its challenges and opportunities were obtained from four female indonesian novices english teachers. these four novice english teachers participating in this research, then, are named or identified by the researchers as t1, t2, t3, and t4. besides, the novice english teachers meant in this research refer to the definition of the term „novice teachers‟ by farrell (2012); those who are sometimes called newly qualified teachers. in other words, the term novice teacher in this research means anyone who has just completed pre-service teacher education and has no more than three years of experience in teaching (widiati et al., 2018). hence, these four novice english teachers have various durations of teaching experience when this research is conducted; t1 has 2 years of teaching experience, t2 has 1 year and 6 months of teaching experience, t3 has 10 months of teaching experience, and t4 has 2 years and 3 months of teaching experience. therefore, several openended questions through online questionnaires were given to the subjects as the instruments used to gather the data in this research. instruments this research employed an open-ended questionnaire given to the four novice english teachers as the instrument used to gather the data in this research. as mentioned previously, there are two research questions which are about the implementation of classroom assessment by novice english teachers and the challenges and opportunities faced by novice english teachers in assessing the students‟ english skills. then, for the first research question about the implementation of classroom assessment, four open-ended questions were asked to the janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 102 subjects. besides, for the second research question, an open-ended question about the challenges and opportunities related to the implementation of classroom assessment was asked. as a result, the data related to the implementation of classroom assessment by novice english teachers including the challenges and opportunities were obtained and then analyzed. research findings and discussion research findings the first research question is related to the implementation of classroom assessment by the four novice english teachers in assessing their students‟ english skills. the researchers ask some questions related to classroom assessment and its implementation to the four novice english teachers involved in this research. first, a question on how the four novice english teachers understand assessment in general, was asked. below are the answers from the four novice english teachers related to their understanding on the assessment in general. t1: “an instrument to review the outcome of the students‟ performance. it helps the teacher to review the students‟ academic growth to see which part needs improvement.” t2: “testing or scoring to know how well students have learned.” t3: “assessing the cognitive, affective, and psychomotor aspects of the students.” t4: “assessing students to know their learning progress.” as the previous question is about their understanding on the assessment in general, the next question is about how frequent or how many times the four novice english teachers conduct the assessment to their students in english language classroom. below are the answers from the four novice english teachers. t1: “i would say that i always assess my students‟ performance, but for the formal or written assessment i usually do it weekly by accumulating the whole week performance by giving them weekly test.” t2: “i conduct the assessment once at every end of the lesson chapter and also final examination.” t3: “at every end of the lesson chapter, mid-term test, and final test or final examination.” t4: “in the middle of the semester or as the mid-term test.” the next question as part of the first research question is related to the types of assessment tasks for each skill that the four novice english teachers mostly used in assessing their students‟ skills in english language classroom. below are the answers from the four novice english teachers related to the types of the assessment tasks. for reading skill: t1: “multiple-choice” t2: “multiple choice and short-answer task” t3: “used multiple-choice” t4: “used multiple-choice” for listening skill: t1: “multiple-choice and open-ended task” t2: “cloze-test” t3: “paragraph completion task and song-lyrics completion task” t4: “i have not done any assessment yet” for speaking skill: t1: “role-play, mini debate, and oral presentation” t2: “question and answer, conversation, role play, and oral presentation” t3: “dialogue practice and discussion” t4: “retelling a story” for writing skill: t1: “essay writing” janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 103 t2: “short passage writing or completion test” t3: “essay or open-ended task” t4: “writing task like writing a personal letter” the next question as part of the first research question is about the four novice english teachers‟ practices of assessment principles for assessing their students‟ skills in english language classroom; validity, reliability, and practicality. however, some of the novice english teachers could not answer some of the questions. below are the answers from the four novice english teachers involved in this research. validity: t1: “related to the content which becomes the most considered in measuring the validity of the assessment” t2: “when the type of the assessment or the test has been matched with the skills that are going to be assessed” t3: “-” t4: “i mostly implemented the validity that the questions in the test are in line with the materials taught to the students.” reliability: t1: “consistent and dependable” t2: “i mostly used the test based on reliable module or used the test sheet that has been used for several times, it is like hereditary, so it must be reliable and practical.” t3: “-” t4: “-” practicality: t1: “about the time efficiency of the assessment and when the assessment is relatively easy to administer.” t2: “-” t3: “-” t4: “-” the next question as part of the first research question is related to the implementation of the scoring, grading, and feedback by the four novice english teachers in assessing their students‟ skill. below are the answers from the four novice english teachers involved in this research. t1: “it depends on the skill as for writing and speaking i used direct feedback, while for further process i also gave the students the direct feedback in holistic and analytic rubric.” t2: “i rarely used rubrics for scoring, but i just used criterion for grading for a certain score and the feedback for assessment was given indirectly.” t3: “i used the scoring in the form of numbers, and usually gave feedback directly through notes on the test paper if i found students had difficulties in understanding it.” t4: “i was not sure in implementing grading for mid-term test.” the second research question is related to the challenges and opportunities faced by the novice english teachers related to the implementation of classroom assessment in assessing their students‟ skills. below are the answers from the four novice english teachers related to the challenges faced in implementing the classroom assessment. t1: “when it comes to the practice of peer-assessment, students tend to not take it seriously that sometimes it can lead to the bias. t2: “it is also not easy for the teachers to give a right grade to the students because sometimes the grade does not reflect the students‟ real competence.” t3: “i do not have a significant obstacle so far.” janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 104 t4: “the challenge is on the time that is limited, especially for students who live in the dormitory, that make the students have lack preparation and less time for the test.” besides, some of the novice english teachers involved in this research could not answer the questions related to the opportunities faced when implementing the classroom assessment. the following is the answer from one of the novice english teachers. t1: “-” t2: “assessment not only can reflect the students‟ learning progress, but also can know the weakness of the teaching.” t3: “-” t4: “-” discussion the first research question is related to the implementation of classroom assessment by the four novice english teachers in assessing their students‟ skills. based on the findings, t1 answered that assessment is the instrument to review the outcome of the students‟ performance. in other words, it helps the teacher to review the students‟ academic progress to see which part needs improvement. then, t2 answered that assessment is related to testing or scoring to know how well students have learned. in other words, ways to assess the students are through testing and scoring in order to know how well the students have learned during the teaching and learning. besides, t3 answered that assessment is related to assessing the cognitive, affective, and psychomotor aspects of the students. from this answer, it means that the three domains of cognitive, affective, and psychomotor are taken into consideration in the assessment to know the teaching and learning outputs (sari & rahmah, 2019). furthermore, t4 answered that assessment is assessing the students in order to know their learning progress. therefore, based on the answers to the question on how the four novice english teachers understand about assessment in general, it can be seen that all the four novice english teachers have successfully understood and explained assessment in general even though they have less than three years of teaching experience. the next question as part of the first research question on the implementation of classroom assessment is about how frequent or how many times the four novice english teachers conduct the assessment to their students. based on the finding, it is found that t1 conducted the assessment weekly or through the weekly test. then, t2 answered that the assessment is conducted once at every end of the lesson chapter and also the final examination. next, t3 answered that the assessment is conducted at every end of the lesson chapter, mid-term test, and final test or final examination. besides, t4 answered that the assessment is conducted in the middle of the semester or as the mid-term test. therefore, it can be concluded that the four novice english teachers have different ways in implementing the classroom assessment, but most of them implemented the achievement tests that are often summative because they are administered at the end of a unit or term of a study (brown, 2004). the next question as part of the first research question is related to the types of assessment tasks for each skill that the four novice english teachers mostly used in the english language classroom. for assessing the students‟ reading skills, it is found that t1 used multiple-choice, t2 used multiple-choice and short-answer tasks, t3 used multiplechoice, and t4 used multiple-choice. in assessing reading, brown (2004) mentioned four types of reading performances; perceptive, selective, interactive, and extensive reading. the first type is perceptive reading that involves attending to the components of larger stretches of discourse: letters, words, punctuation, and other symbols with the variety of tasks like reading aloud, written response, multiple-choice, and picture-cued items (brown, 2004). the second type is selective reading used to measure one‟s reading recognition of lexical, grammatical, janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 105 or discourse features of language within a very short stretch of language, while the tasks can be multiple choice, picture-cued tasks, matching, true/false, editing, and gap filling. the next type is interactive reading that involves stretches of the language of several paragraphs to one page or more in which the reader should interact with the text, while the focus of the task is to identify relevant features within texts with the objective of retaining the information that is processed (brown, 2004). the fourth type which is the last type of reading performance is extensive reading which is reading for the purpose of understanding a text. therefore, it can be seen that the four novice english teachers mostly implemented perceptive and selective reading tasks for assessing the students‟ reading skills in the english language classroom. for assessing the students‟ listening skills, it is found that t1 used the multiple-choice and open-ended task, t2 used cloze-test, t3 used paragraph completion task and song-lyrics completion task, and t4 had not done any assessment yet for assessing the students‟ listening skills. besides, for assessing the listening skills, there are four identified types of listening performances; intensive, responsive, selective, and extensive listening. the first involves intensive listening or listening to recognize more important linguistics components (brown, 2004). the second type is responsive listening or listening to a relatively short language in order to generate a short response; the task is about a response to a question that can be in the form of multiple-choice or open-ended responses. the next type is selective listening or listening to a longer stretches of spoken language to comprehend designated information that the tasks can be listening cloze, information transfer, and sentence repetition. the last type of listening performance is extensive listening or listening to improve the overall understanding of spoken language; the tasks can be dictation, communicative stimulus-response task, and authentic listening tasks, which can be in the form of multiple-choice, short answer, or open-ended answer (brown, 2004). therefore, it can be concluded that the four novice english teachers implemented responsive listening and selective listening tasks for assessing the students‟ listening skills even though one of the novice english teachers had not done any assessment yet for the students‟ listening skills in english language classroom. for assessing the students‟ speaking skills, it is found that t1 used role-play, minidebate, and oral presentation, t2 used question and answer, conversation, role play, and oral presentation, t3 used dialogue practice and discussion, and t4 used retelling a story. besides, in assessing speaking, there are five identified categories of speaking performances; imitative, intensive, responsive, interactive, and extensive speaking (brown, 2004). the first category is imitative speaking or the ability to simply imitate a word or phrase or possibly a sentence that the tasks can be repetition tasks. the second category is intensive speaking or the ability to produce a short-range of spoken language to demonstrate competence in a narrow range of grammatical, sentence, lexical or phonetic relationships. the tasks include directed response tasks, reading aloud, sentence and dialogue completion, limited picture cued task, and translation up to the sentence level (brown, 2004). the third category is responsive speaking which includes interactions and test comprehension but at the limited level of very short conversations, standard greetings and small talks, simple requests and comments, etc. the next category is interactive speaking which has more length and complexity of the interaction than the previous one. this interactive speaking includes multiple exchanges and multiple participants, while the interactions can be in the forms of transactional language or interpersonal exchange like interviews, role-play, discussions and conversations, and games. the last category is extensive speaking or monologue that includes speeches, oral presentations, story-telling, and news event. as a result, it can be seen that the four novice english teachers mostly implemented interactive speaking and extensive speaking tasks for assessing their students‟ speaking skills in english language classroom. janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 106 for assessing the students‟ writing skills, it is found that t1 used essay writing, t2 used short passage writing or completion test, t3 used essay or open-ended task, and t4 used writing tasks like writing a personal letter. in assessing writing, there are four categories of writing performances; imitative, intensive (controlled), responsive, and extensive writing (brown, 2004). the first category is imitative writing involving basic tasks like writing letters, words, punctuation, and very brief sentences. the second category is intensive or controlled writing involving the ability to create context-sensitive vocabulary, idioms, phrases, and create correct grammatical attributes. the next category is responsive writing, in which learners express themselves with a limited level of writing concatenate sentences into single paragraphs, and create logical sequences of two or three paragraphs (brown, 2004). the last category of writing performance is extensive writing or writing for all purposes such as essays, term papers, project reports, or thesis. therefore, it can be seen that the four novice english teachers mostly implemented responsive writing and extensive writing tasks for assessing their students‟ writing skill in english language classroom. the next question as part of the first research question on the implementation of classroom assessment is about the four novice english teachers‟ practices of assessment principles for assessing their students‟ skills in english language classroom; validity, reliability, and practicality. however, some of the novice english teachers could not answer some of the questions. in other words, not all of the novice english teachers involved in this research understand the assessment principles of validity, reliability, and practicality. then, based on the findings, t1 answered that the validity is related to the content which is most considered in measuring the validity of the assessment. in other words, t1 focused more on the content validity, rather than construct, criterion, and face validity for implementing the classroom assessment in assessing the students‟ skills. then, t1 answered that reliability is when it is consistent and dependable, while practicality is about the time efficiency and also when it is relatively easy to administer. besides, according to t2, validity means that the type of the assessment or the test has been matched with the skills that are going to be assessed that she mostly used the test based on the reliable module or used the test sheet that has been used for several times, it is like hereditary, so it must be reliable and practical. meanwhile, t3 answered that she mostly implemented the principle of practicality in assessing the students‟ skills because it is easy to access, the questions are available in paper form, and it is timeefficient as one test includes three skills tested (reading, writing, listening). besides, t4 answered that she mostly implemented the validity that the questions in the test are in line with the materials taught to the students. next, for reliability, t1 answered that it is consistent and dependable. then, for practicality, t1 answered that practicality is about the time efficiency of the assessment and when the assessment is relatively easy to administer. therefore, related to the assessment principles when implementing the classroom assessment in assessing the students‟ skills, it can be concluded that some of the novice english teachers involved in this research; focused more on the content validity, rather than construct, criterion, and face validity; used modules and test sheets that have been used for several times so that the results can be consistent and dependable; focused on the time efficiency so that it can be practical. the next question as part of the first research question is related to the implementation of the scoring, grading, and feedback by the four novice english teachers. t1 answered that it depends on the skill as for writing and speaking, she mostly used direct feedback, and while for further process, t1 also gave the students the direct feedback in the holistic and analytic rubric. besides, t2 answered that she rarely used rubrics for scoring, but she just used criteria for grading for a certain score. furthermore, feedback for assessment was given indirectly. then, t3 used the scoring in the form of numbers, and usually gave feedback directly janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 107 through notes on the test paper. then, she shared and explained if she found students had difficulties in understanding it. besides, t4 answered that she was not sure about implementing grading for the mid-term test. in other words, the novice english teacher had difficulties in creating grading and also for students‟ tests in english language classroom. hence, the feedback was mostly given in the students‟ book or as written feedback. therefore, it can be concluded that the novice english teacher mostly gave direct feedback and also indirect feedback to the students, but had difficulties in creating grading and rubrics for scoring the students‟ english skills. the second research question is related to the challenges and opportunities faced by novice english teachers related to the implementation of classroom assessment in assessing their students‟ english skills. based on the result, some of the novice english teachers could not answer the questions related to the opportunities faced when implementing the classroom assessment. according to t1, when it comes to the practice of peer-assessment, students tend to not take it seriously that sometimes it can lead to bias. in other words, the novice english teacher experienced a challenge in implementing the peer-assessment in english language classroom. another challenge in assessing the students‟ skills is that it is not easy for novice english teachers to give a right grade to the students because sometimes the grade does not reflect the students‟ real competence. in other words, creating a valid grade in the assessment process is not easy for novice english teachers. then, t3 answered that she does not have a significant obstacle so far. furthermore, t4 stated that the challenge is on the limited time, especially for students who live in the dormitory, which make the students have lack preparation and less time for the test. besides, the opportunity faced by the novice english teacher is found in t2‟s answer as she stated that assessment not only can reflect the students‟ learning progress, but also can know the weakness of the teaching. in other words, the results of the tests can give significant effects on the students‟ language ability, the teachers‟ performance of teaching, and the language programs or institutions (douglas, 2014). therefore, the results of the classroom assessment can be the evidence of the students‟ language learning so that the teachers know whether the teaching and learning are successful and whether any students may need additional support or help in their educational experiences. conclusion this research is aimed at investigating the implementation of classroom assessment by novice english teachers in assessing the students‟ english skills. it also endeavors to reveal the challenges and opportunities that they may experience or face related to the implementation of classroom assessment in assessing the students‟ english skills. based on the result of this research, the researchers state several points. first, all the novice english teachers have successfully understood and explained assessment in general even though they have less than three years of teaching experience. second, novice english teachers have different ways in implementing the classroom assessment, but most of them implemented the achievement tests that are often summative because they are administered at the end of a unit or term of a study. third, for assessing the students‟ reading skills, the novice english teachers mostly implemented perceptive and selective reading tasks in english language classroom. fourth, the novice english teachers implemented responsive listening and selective listening tasks for assessing the students‟ listening skills in english language classrooms. fifth, the novice english teachers mostly implemented interactive speaking and extensive speaking tasks for assessing their students‟ speaking skills in english language classrooms. sixth, the novice english teachers mostly implemented responsive writing and extensive writing tasks for assessing their students‟ writing skills in english language classroom. seventh, the novice english teachers mostly implemented interactive speaking janah investigating the implementation of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 108 and extensive speaking tasks for assessing their students‟ speaking skills in english language classrooms. eighth, related to the practices of the assessment principles for the classroom assessment, although some of the novice english teachers involved in this research could not answer some of the questions related to the assessment principles of validity, reliability, and practicality, it is found that they focused more on the content validity, rather than construct, criterion, and face validity; used modules and test sheets that have been used for several times so that the results can be consistent and dependable; focused on the time efficiency so that it can be practical. ninth, the novice english teachers mostly gave direct feedback and also indirect feedback to the students, but had difficulties in creating grading and rubrics for scoring the students‟ english skills. tenth, the novice english teachers experienced some challenges in the implementation of classroom assessment for assessing their students‟ english skills such as challenges in implementing the peer-assessment for assessing their students‟ skills, creating a valid grade in the assessment process, and from the students‟ side that is not having enough time for the test preparation. last but not least, one of the novice english teachers involved in this research experienced the opportunities related to the implementation of classroom assessment in assessing the students‟ english skills as assessment not only can reflect the students‟ learning progress, but also can know the weakness of the teaching. references brown, h. d. (2004). language assessment: principles and classroom practices. longman. cheng, l., & fox, j. (2017). assessment in the language classroom. palgrave. davis, j. m. (2018). terminology: assessment, evaluation, and testing. in the tesol encyclopedia of english language teaching. john wiley & sons, inc. https://doi.org/10.1002/9781118784235.eelt0341 douglas, d. (2014). understanding language testing. routledge. farrell, t. s. c. (2012). novice-service language teacher development: bridging the gap between preservice and in-service education and development. tesol quarterly, 46(3), 435–449. https://doi.org/10.1002/tesq.36 fulcher, g., & davidson, f. (2007). language testing and assessment. routledge. khan, r. (2018). what is assessment? purposes of assessment and evaluation. in the tesol encyclopedia of english language teaching. john wiley & sons, inc. https://doi.org/10.1002/9781118784235.eelt0340 kurniasih, e. (2011). teaching the four language skills in primary efl classroom. jet (journal of english teaching), 1(1), 70. https://doi.org/10.33541/jet.v1i1.53 leavy, p. (2017). research design quantitative, qualitative, mixed methods, arts-based and community-based participatory research approaches. the guilford press. sari, i. d. p., & rahmah, t. h. (2019). virtual discussion for efl students establishing three domains: cognitive, affective, and psychomotor. international journal for educational and vocational studies, 1(3), 249–253. https://doi.org/10.29103/ijevs.v1i3.1586 widiati, u., suryati, n., & hayati, n. (2018). unraveling the challenges of indonesian novice teachers of english. indonesian journal of applied linguistics, 7(3), 621–629. https://doi.org/10.17509/ijal.v7i3.9824 https://doi.org/10.1002/9781118784235.eelt0341 https://doi.org/10.1002/tesq.36 https://doi.org/10.1002/9781118784235.eelt0340 https://doi.org/10.33541/jet.v1i1.53 https://doi.org/10.29103/ijevs.v1i3.1586 https://doi.org/10.17509/ijal.v7i3.9824 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 63 the effectiveness of memory tricks game in teaching grammar cicilia ningsi (1) , taufik suadiyatno (2) , k. dedy sandiarsa s. (3) (cicilianingsi@gmail.com (1) , taufiksuadiyatno@ikipmataram.ac.id (2), dedysandiarsa@gmail.com (3) ) faculty of education for language and art mataram institute of teacher training and eduacation abstract this research was aimed to find out the effectiveness of memory tricks game in teaching grammar. the research was experimental research and the design that was used was pre-test and post-test design. the population of the study was the first grade students of smkn 1 kuripan especially in tkj (teknikkomputer and jaringan) course which consisted of three classes. two classes were chosen as the samples, those were tkj 1 class as experimental group consisted of thirty five students and tkj 3 class as control group consisted thirty five students. they were chosen by usingsimple random sampling technique. experimental group was treated by memory tricks game and control group was treated by verb search game. the instrument that was used objective test in forms of completion items test. then, the scores were analyzed by using statistical analysis. it showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of 𝑡𝑡 (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student’s grammar scores taught by memory tricks game and taught by verb search game. in other words, memory tricks game is effective in teaching grammar. keywords: memory tricks game, grammar introduction grammar is one of language aspects. almost every language has different grammatically and talk about grammar means learn about rule or structure. especially in english, the students have to know the basic knowledge of the grammar because without grammar the student will find many problems to build up sentences to express or convey their ideas to communicate with the other. as stated by thornbury (1999:1), grammar is partly the study of what forms (or structure) are possible in a language. traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence. thus a grammar is description of the rules that govern journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 64 how a language’s sentences are formed. greenbaum and nelson (2002: 6) say that in the study of language, grammar occupies a central position. based on this theory tell about the importance of grammar. grammar is made up of the descriptions that tell how to use a language correctly, however in english grammar sometimes makes the students confuse because it is different from the grammar of their first language, so that the ability of almost the students in grammar still low. the researchers observed at smkn 1 kuripan especially at the first grade students of tkj (teknikkomputer and jaringan) course in academic year 2016/2017 and found some problems of the students. commonly in first grade of senior high school the students able to create some sentences or able to communicate in english, but in tkj’s class the students had little vocabulary and lacked in their grammar ability so they cannot communicate well. based on the problems above, the researchers decided to focus on the students’ grammar ability because almost the students still lack in understanding and identify the use and form of simple past tense. so, to solve this problem, the researchers had a solution by using interesting game in the learning process. like harmer (2007:210) says grammar can be introduced in a number of ways and one of them is game. the researchers used game in the learning process that called memory tricks game, by using this game the students could understand and identify the rule of past tense because by using memory tricks game, it would help the students easier to memorize what they had learned. based on the explanation above the researchers concluded to overcame the problem by did a research entitled “the effectiveness of memory tricks game in teaching grammar”. research method in this research, the researchers used quantitative approach to answer the statement of the problem stated in the chapter 1 or in the previous chapter. creswell (2000: xxiv) described a quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study. this research employed quasi experimental design with pretest and posttest design. two groups of this research treated differently, the first group as the experimental group was treated by memory tricks game while the second group as the control group was treated by verb search game. the target population of this study was the first grade students of smkn 1 kuripan especially tkj course which consist of 105 students and divided into three classes. class tkj 1 consisted of 35 students. based on the population the researchers took two classes as sample and divided as experimental and control groups. the researchers used tkj 1 as journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 65 experimental group and tkj 3 as control group. the instrument of this study was completion items test which consist of 25 items. technique of data collection was pre-test and post-test. finding and discussion 1. data description of pre-test in experimental group. the data gained from experimental group from pret-test during the researchers did the observation in six meetings at smkn 1 kuripan. the result of data analysis showed that the highest score was 72 and the lowest score was 32. the mean score for pre-test of the experimental group was 59.8, the mode was 65.3 and the median was 62.73. then the frequency distribution can be seen below: table 01: frequency distribution of experimental group for pretest: n o. cl ass li mi ts class boun daries mid poin t (xi) freq uenc y (fi) percent age 1 32 38 31,5 38,5 35 1 2.86 % 2 39 45 38,5 45,5 42 2 5.71 % 3 46 52 45,5 52,5 49 5 14.29 % 4 53 59 52,5 59,5 56 6 17.14 % 5 60 66 59,5 66,5 63 11 31.34 % 6 67 – 73 66,5 73,5 70 10 28.57 % total 35 100% a frequency distribution is an orderly arrangement of data classified according to the observations. in table frequency distribution above showed the frequency of the scores and the midpoint each class interval in experimental group which the larger frequency was represent at class interval 60 – 66 which consisted of 11 students (31.34%) and could be illustrated in the table of histogram and polygon below: chart 01 histogram and polygon of pre-test 2. data description of post-test in experimental group the data gained from experi mental group from pret-test during the researchers did the observation in six meetings at smkn 1 kuripan. the result of data analysis showed that the highest score was 92 and the lowest score was 56. the mean score for pre-test of the experimental group was 76, the mode was 80.7 and the median was 76.88. then the frequency distribution can be seen below: 0 5 10 15 32 38 39 45 46 52 53 59 60 66 67 – 73 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 66 table 02 frequency distribution of experimental group for post-test n o. cl ass lim its class bound aries midp oint (xi) frequ ency (fi) perce ntage 1 56 61 55,5 61,5 58.5 3 8.57 % 2 62 67 61,5 67,5 64.5 4 11.43 % 3 68 73 67,5 73,5 70.5 6 17.14 % 4 74 79 73,5 79,5 76.5 8 22.86 % 5 80 85 79,5 85,5 82.5 9 25.71 % 6 86 92 85,5 92,5 89 5 14.29 % total 35 100 % a frequency distribution is an orderly arrangement of data classified according to the observations. in table frequency distribution above showed the frequency of the scores and the midpoint each class interval in experimental group which the larger frequency was represent at class interval 80 – 85 which consisted of 9 students (25.71%) and could be illustrated in the table of histogram and polygon below: chart 02 histogram and polygon of experimental group for post-test 3. data description of pre-test in control group the data gained from control group from pret-test during the researchers did the observation in six meetings at smkn 1 kuripan. the result of data analysis showed that the highest score was 72 and the lowest score was 28. the mean score for pretest of the control group was 54,5 the mode was 74.5 and the median was 55.5. then the frequency distribution can be seen below: table 03 frequency distribution of control group for pre-test: n o. cl ass li mi ts class boun daries mid poin t (xi) freq uenc y (fi) percent age 1 28 – 35 27,5 35,5 31.5 4 11.43 % 2 36 – 43 35,5 43,5 39.5 3 8.57 % 3 44 – 51 43,5 51,5 47.5 8 22.86 % 4 52 – 58 51,5 58,5 55 5 14.29 % 5 59 – 58,5 66,5 62.5 6 17.14 % 0 5 10 15 56 61 62 67 68 73 74 79 80 85 86 92 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 67 66 6 67 – 74 66,5 74,5 70.5 9 25.71 % total 35 100% in table frequency distribution above showed the frequency of the scores and the midpoint each class interval in experimental group which the larger frequency was represent at class interval 67 – 74 which consisted of 9 students (25.71%) and could be illustrated in the table of histogram and polygon below: chart 03 histogram and polygon of control group for pre-test: 4. data description of post-test in control group the data gained from control group from post-test during the researchers did the observation. the result of data analysis showed that the highest score was 84 and the lowest score was 44. the mean score was 69.2 the mode was 76.75 and the median was 70.92then the frequency distribution can be seen below: table 04 frequency distribution of control group for post-test: n o. cl ass li mi ts class boun daries mid point (xi) freq uency (fi) percent age 1 44 – 50 43,5 50,5 47 2 5.71 % 2 51 – 57 50,5 57,5 54 3 8.57 % 3 58 – 64 57,5 64,5 61 7 20.00 % 4 65 – 71 64,5 71,5 68 6 17.14 % 5 72 – 78 71,5 78,5 75 9 25.71 % 6 79 – 85 78,5 85,5 82 8 22.86 % total 35 100% in table frequency distribution above showed the frequency of the scores and the midpoint each class interval in experimental group which the larger frequency was represent at class interval 72 – 78 which consisted of 9 students (25.71%) and could be illustrated in the table of histogram and polygon below: chart 04: histogram and polygon of control group for post-test: 0 2 4 6 8 10 28 – 35 36 – 43 44 – 51 52 – 58 59 – 66 67 – 74 0 2 4 6 8 10 44 50 51 57 58 64 65 71 72 78 79 85 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 68 grammar is one of important skills for the language learners to be good in their communication, but there are some problems that make the students difficult in grammar and feel boring during the learning process. the problem that the researchers got when observed that the students still lack in understanding the use and form of simple past tense. so, solution to solve this problem the researchers used a game that namely memory tricks game in grammar learning process, applying a game can make different situation in the classroom for the students. in this game help the students easier to remember what they had learned and also made the students improve their concentration during the learning process. so, during the observation the researchers got the significant effect after using this game which the students that treated by this game more active and able to understanding the use and form of simple past tense. the researchers did a research in three weeks and two meetings in one week, it means there were six meetings in this research. during did this research, the researchers used three steps to the students for both of experimental and control group. first, the researchers gave a pretest which the purpose of this test was to know their basic knowledge in understanding the use and form of simple past tense. after gave the pretest, the researchers analyzed the result of both of group and the researchers got that their ability was less and difficult to answer the questions event though the form of test based on the indicator of simple past tense in their level. second step was treatment, in this step the researchers gave different treatment to both of experimental and control group for two weeks. the treatments that the researchers applied for the students by using game that made the students more enthusiasts in the learning process which the experimental group was treated by memory tricks game and control group was treated by verb search game. meanwhile by applying a game made the students learn through the process of playing the game. during the treatment, the students enjoyed the game because the game was highly motivating for them and it was amusing and interesting for the students. the last step was post-test, the purpose of this test was to know the effect of the treatments. the researchers analyzed the result of this test and got different result between experimental and control group which in experimental group, the students got higher scores than the control group. it means that the treatment that the researchers gave to experimental group more effective than control group and it was approved by comparing the score of t-test and ttable below. the researchers got the significant effect in this game from the students’ scores in pre-test and post-test during the observation and calculating the data by using t-test formula. the researchers found the t-test = 2,7922≥ t-table = 1,9995 at the level of significance 0,05 and degree of freedom 35 + 35 – 2 = 68. after comparing the scores, that was proved that teaching grammar through memory tricks game was effective at smkn 1 kuripan in academic year 2016/2017. the significant effect above caused by the advantage of memory tricks game as stated by wright, journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 69 betteridge & buckby, (1994:139) that this game challenges the student’s ability to remember. so, this game could help the students easier to remember what they had learned and also by this game the students could enjoy the learning process because these game provide an interesting situation that made the students easier to understand the learning materials because one of the step in this game lead the students to retell the story which the story belongs to simple past form. when the first student told the story another student must be concentrate to listen the story and the other student took a note about three categories of what was added, left out or completely changed of the story. by did the step, the students able to identify and understanding the use and form of simple pasttense. conclusion based on the result of data analysis in the previous chapter (iv), it was found that the mean score of experiment group was 76 and the mean score of control group was 69,2 meanwhile the standard deviation score of experimental group was 9,17 and the standard deviation score of control group was 10,53. furthermore, the score of t-test was 2,7922 and the t-table was 1,9955 at the level of significance 0,05%, means that the score of t-test was higher than t-table. so, the alternative hypothesis was accepted and the null hypothesis was rejected. therefore, it can be concluded that the memory tricks game was effective in teaching grammar at the first grade students of smkn 1 kuripan in academic year 2106/2107. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 70 references cohen, l., manion, l., & morrison, k. (2000). research methods in education usa: routledge falmer. creswell, w, j. (2009). research design. india: sage publications, inc. (2012). educational research. united states of america: pearson education,inc. greenbaum, s., & nelson, g. (2002). an introduction to english grammar. malaysia: pearson education. hadfield, j. (2003). intermediate grammar games. malaysia: longman. harmer, j. (2002). the practice of english language teaching (third edi). longman. heaton, j. b. (1990). writing english language test. united states of america: longman inc. hewings, m. (2002). advanced grammar in use. united kingdom: cambridge university press. kroeger, p. r. (2005). analyzing grammar. new york: cambridge university press. lester, m. franklin, d., & yokota, t. (2010). english irregular verbs. united states: mcgraw-hill companies, inc. lyons, h. (1995). introduction to theoretical linguistics. new york: cambridge university press. madsen, h. s. (1983). techniques in testing. new york: oxford university press. miller, s. (1984). experimental design and statistics. new york: routledge. rinvolucri, mario. (1995). grammar games. new york: cambridge university press. rodriguez, a. l. (2015). past simple. retrived december, 23, 2016 from http://www.es.edu.rs/download/eucionica/past _simple_(2).pdf. sneddon, j. n. (1996). indonesian: a comprehensive grammar. canada, usa: allen & unwin pty ltd. swick, ed. (2005). english grammar for esl learners. usa: mcgrawhill companies, inc. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 71 thornbury, s. (1999). how to teach grammar. uk: pearson education limited. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.189-197 doi:10.33394/jo-elt.v8i2.4481 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 189 the implementation of literacy culture programs in elementary school #1 vevy liansari, *2 wahyu taufiq, *3 dian rahma santoso #1 english lecturer, primary teacher education study program, universitas muhammadiyah sidoarjo, indonesia *2 english lecturer, english education, universitas muhammadiyah sidoarjo, indonesia *2 english lecturer, english education study program, universitas muhammadiyah sidoarjo, indonesia corresponding author email: vevyliansari@umsida.ac.id a b s t r a c t s a r t i c l e i n f o this study aims to describe the implementation of literacy culture programs of elementary school. this study used phenomenology of a qualitative approach. the subjects were the headmaster, teachers, students who were selected by using purposive sampling technique. the validity data test used triangulation techniques by comparing the results of observations, interviews, and documentation. the results showed that: 1) the policy for implementing a literacy culture at elementary school by using the school literacy movement program of the government. it is based on permendikbud no. 23, 2015 focusing on character development. (2) the implementation of literacy culture of elementary school. it is based on the habituation stage that carried out 10 minutes of reading al qur’an and storybooks before lessons. the development stage of the activities carried out the respond to the contents of reading books by reading independently, giving appreciation for student literacy achievements, and having a school literacy team. the learning stage is by getting used to reading textbooks and using various strategies that support learning. article history: received: december, 2021 revised: december, 2021 published: december, 2021 keywords: implementation, literacy culture, elementary school how to cite: liansari, v., taufiq, w., & santoso, d. (2021). the implementation of literacy culture programs in elementary school. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 189-197. doi:https://doi.org/10.33394/joelt.v8i2.4481 introduction students’ literacy skills are a crucial need in the 21st century. even in the world economic forum report, it is stated that there are three primary skills needed, including foundation literacy, competence related to problem-solving, and character qualities (wef, 2016:8). foundation literacy is considered to be the main ability of a student in everyday life. the function of skills is the main basis for creating more advanced competencies. this category includes not only reading and numeric literacy, but also scientific literacy, ict (information and communication technology) literacy, financial literacy as well as cultural literacy and citizenship. in fact, this ability is closely related to the demands of reading skills which lead to the ability to understand information analytically, critically, and reflectively. mailto:vevyliansari@umsida.ac.id liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 190 literacy is known as a person’s ability to process and find information when reading and writing. in its development, the term literacy always changes according to the challenges of the times. in the past, the definition of literacy was defined as using the ability to read and write. now, literacy has been used in a broader sense. it has penetrated into cultural practices related to social and political issues. literacy culture is a way of thinking that is followed by a process of reading, writing and finally what is done in the activity process will produce works (harjatanaya, chysta, & islamy, 2018: 44). the results of pirls (progress in international reading literacy study) in 2011, pirls or progress international reading literacy study (pirls) ) evaluates the reading ability of fourth-grade students. indonesia is ranked 45th out of 48 participating countries with a score of 428, while the average score is 500. inap or the indonesia national assessment program (inap) or the indonesian student competency assessment (aksi) evaluates students' abilities in reading, math, and science. inap/aksi is aligned with pirls because they are the same for grade iv elementary schools. the results of the aksi show that the ability in the less category is 77.13% for mathematics; 46.83% for reading, and 73.61% for science. the category enough is 20.58% for mathematics; 47.11% for reading; 25.38% for science. the good category is 2.29% for mathematics; 6.06% for reading, and 1.01% for science. in 2011, unesco released the results of a reading culture survey of residents in asean countries. the fact shows that indonesia’s reading culture is at the lowest rank with a value of 0.001. it means that out of about a thousand indonesians, only one still has a high reading culture. in indonesia, there is still a phenomenon of intellectual unemployment because people’s interest in reading is still low. written in the program for international student assessment (pisa) in 2009, indonesian students were ranked 57th (out of 65 participating countries) with a score of 402 (oecd average score of 493), while pisa 2012 showed that indonesian students were in the 64th with a score of 396 (oecd mean score of 496). the 2015 pisa results got a score of 397. between 2012 and 2015, student achievement improved albeit slightly. the reading ability of indonesian students is still very low. the latest pisa results in 2018 have decreased compared to 2015, the reading ability category of indonesian students is ranked 74th (out of 79 participating countries) with a score of 371 (oecd average score of 489). therefore, these results still illustrate that educational institutions in indonesia have not been maximal in accommodating students' learning interests, especially reading and writing as learning needs. this results in low interest in lifelong learning in indonesian society. worse, this has not been accommodated since an early age under 15 years, as indicated by the low awareness of literacy education in elementary schools. literacy culture plays an important role in the progress of a society. the low ability to read will have a negative impact on one’s self-development and performance, which in turn will have a negative impact on the development of the nation. this is because the low interest in reading results in the individual not being able to know and follow the development of science and information. a person’s habits are not something that is natural from humans, but the process of achieving permanent results in the form of appreciation of all the knowledge and skills obtained through education so that the individual concerned can do or do something that is beneficial to his life or the lives of others. literacy culture is a habit of thinking that is followed by a process of reading, writing, and supported by a conducive environment (rostiawati, 2017: 4). it is not easy to cultivate a literacy culture, it requires a strong commitment. this can be started with the habit of reading books, by seeking a supportive environment. the literacy culture embedded in the younger generation will affect the level of success both at the education level and also in social life (suragangga, 2017:157). in the view of kellner & share, (2009:5), literacy is related to using the acquisition of skills and knowledge to read, interpret and compose types of texts and exclusive artifacts and to liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 191 acquire the tools and intellectual capacity so as to be able to participate fully in society and its culture. through the strengthening of literacy culture, the quality of education can be improved as a result can increase the quality of human resources. long life education (long life education) can also be realized by strengthening the literacy. educational institutions need to be a major concern for the government in institutionalizing this literacy culture. education as a means of shaping the future of a nation plays an important role in realizing a society that is culturally literate. it is through education that we can transfer values from the old generation to the new generation. the values of reading and writing are appropriate and should be conveyed and implemented in education. reading and writing skills are very important for a student. reading skills are needed to enrich insight, vocabulary, and points of view in understanding the situation. while writing skills are needed to express ideas and arguments. education must be able to foster interest in students to read and write. the government9 through the ministry of education and culture is promoting a school literacy movement program that involves stakeholders in the field of education. however, in practice, not all policymakers understand correctly about the school literacy movement. educational institutions need to be a major concern for the government in this literacy culture. education as a means of shaping the future of a nation plays an important role in realizing a literate cultured society. through education, we can carry out the process of transferring values from the old generation to the new generation. the values of reading and writing are appropriate and should be conveyed and implemented in education. reading and writing skills are very important for a student. reading skills are needed to enrich insight, vocabulary, and points of view in understanding the situation. while writing skills are needed to express ideas and arguments. education must be able to foster interest in students to read and write. the government through the ministry of education and culture is promoting a school literacy movement program that involves stakeholders in the field of education. the school literacy movement was developed based on permendikbud number 23 of 2015 concerning the growth of character in children (harjatanaya et al., 2018:15). the general goal of this school literacy movement is to make students have the habit of reading and writing, so that students become lifelong learners (kemendikbud, 2017: 6). this activity will also have an impact on student learning outcomes. this movement does not only involve students, but is a comprehensive effort that involves all school members, be it teachers, parents/guardians, and the community as part of the education ecosystem. however, in practice, not all policymakers understand correctly about the school literacy movement. guidelines on the school literacy movement have also been distributed to every school in indonesia to be implemented, one of which is at elementary school. through schools, literacy culture can also be embedded in the curriculum used. although its implementation in schools as a place to seek knowledge has not been fully maximized in cultivating a culture of reading and writing or it is said to be a literacy culture, at least the literacy culture has been instilled from an early age and its implementation can be measured. this literacy culture program at elementary school is realized so that students have high reading habits, and are able to understand what they have read, and are able to apply it in daily life. from the results of interviews with school headmasters, literacy is carried out, but it is not optimal and socialization is still ongoing. from observations made by researchers, it can be seen that every child has a different interest in reading, when the school recess bell rings, it can also be seen that most students choose the school canteen as a place to spend break hours rather than the library. the absence of special education personnel who guard the library makes students only play in the library and do not read books. even so, the school continues to implement the literacy culture in the classroom and continues to develop liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 192 libraries and other infrastructure facilities to support the actualization of the literacy culture program. based on the explanation above, the implementation of the 2013 curriculum also requires literacy activities before carrying out the learning process. these literacy activities are carried out so that students and teachers make reading culture an important activity for life. literacy culture has a positive influence on students and teachers. the importance of literacy skills, apparently not in accordance with the conditions of learning in schools today. conditions in the field indicate that schools as a place to seek knowledge have not fully grown a culture of reading and writing or it is called a literacy culture. literacy culture which should be a part of students’ self-development has not been cultivated in schools. this can be seen when the school recess bell rings, most students choose the school canteen as a place to spend their break rather than the library. students are also less interested in reading nonsubject books. therefore, researchers want to know the extent of the implementation of literacy culture activities in sd zainuddin, ngeni. research method this study uses a qualitative research approach. it means that to explore and understand the meaning of a phenomenon from a number of individuals and groups of people. the researcher observes the condition of the object directly. data collection techniques using triangulation (combined), data analysis is inductive and qualitative research results emphasize meaning rather than generalization. research design this study uses phenomenology type. a phenomenology study is an exploration of a system that is tied to an event that can be studied as an object of study. it is a series of scientific activities carried out intensively, in detail, and in-depth about a program, event, and activity, both at the individual level, group of people, institutions to gain in-depth knowledge about an event. in this study, a phenomenon that occurred in elementary schools related to the implementation of a literacy culture was carried out as an effort to improve students’ critical thinking skills. subject the subjects of this study were the headmaster, the teachers, and fifth grade students. the object of this research is everything related to the implementation of literacy culture programs in sd zainuddin, both in the context of perceptions, activities, and all things about the behavior of school people. instruments in this research, researcher used observation guidelines, interviews, and questionnaires to measure the implementation of literacy culture programs at sd zainuddin ngeni. the following are the guidelines for the instruments used: (1) observation sheet is used to observe the process of activities and record information during research on the implementation of literacy culture; (2) the interview guide was used to dig up information to the informants. the resource persons in this study were the the headmaster, the teacher of fifth grade, and 22 students of fifth grade. the questions in this study were about the implementation of school literacy culture; (3) questionnaire guide aims to obtain information from respondents about school literacy culture by students, namely statements that describe literacy conditions in schools. from the statement answered, it describes how much literacy culture has been implemented. liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 193 data analysis activities in qualitative data analysis are carried out interactively and take place continuously until complete so that the data is saturated. data analysis in this study was carried out during data collection, and after completion of collection within a certain period of time. at the time of the interview, the researcher analyzed the answers of the interviewees. if the answer is deemed unsatisfactory, the researcher conducts interviews again to a certain stage. for the data analysis technique, the miles and huberman analysis technique is used which is divided into three stages, namely the data reduction stage, the data presentation stage, and the conclusion/data verification stage (1994: 10). (1) data reduction, reducing data means doing summarizing activities, choosing the main things, focusing on the important things, looking for themes and patterns and discarding unnecessary ones. therefore, the data which is reduced gives a clear picture, makes it easier for researchers to carry out further data collection, and look for it if needed. at this stage the researcher reduces the data by: transcribing the results of documentation, observations, interviews, and questionnaires as a whole obtained from students as the main source, as well as headmasters, teachers as supporting data. after transcribing the data from the field, the researchers analyzed the data related to the data to be obtained, namely about the implementation of literacy culture programs at sd zainuddin ngeni. the lasy is by grouping the data according to its type, in this case grouping the analyzed data to get the success factors and obstacles in the implementation of literacy culture programs at sd zainuddin ngeni; (2) data display, the presentation of data in qualitative research most often uses descriptive text. by presenting data, it is easier to understand what happened and can plan further activities based on what has been understood. in this case, it describes and categorizes the indicators of literacy culture programs and then analyzes how the implementation of literacy culture programs in sd zainuddin ngeni with the theory in the literature review. then, it is based on the results of observations, questionnaires, and reinforced by the results of interviews with students as the main source and supported by the headmaster and the teacher; (3) drawing conclusions, at this stage, the researcher uses the results of the analysis at the data presentation stage to describe the implementation of literacy culture programs at sd zainuddin ngeni. drawing conclusions based on data from several instruments that have been given to the subject. research findings and discussion research findings 1. policy on implementation of literacy culture programs at sd zainuddin ngeni sd zainuddin ngeni is one of the schools that implements a literacy culture programs. the literacy program is guided by the government's school literacy movement which has been running at the stage of habituation, development, and learning. from the results of the interview with the headmaster, literacy implementation at sd zainuddin ngeni began to be carried out in the 2017/2018 school year since the government launched the literacy movement program. the main purpose of literacy culture in this school is to foster interest in reading. in addition, creating a text-rich environment by improving the library and providing supporting facilities along with a collection of reading books. efforts made by sd zainuddin ngeni to create a social and affective environment as a model of literate communication and interaction, namely by forming a school literacy team, and dividing each task for each teacher such as the person in charge, handling the problem of borrowing books, and coordinating the results of student literacy work. schools are trying to implement the regulations made by the ministry of education and culture of the republic of indonesia regarding decree no. 23 of 2015 concerning the growth of character in schools through habituation, one of which is liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 194 through mandatory reading activities 10 minutes before learning to read books other than subject books (kemendikbud, 2019:7). 2. implementation of literacy culture programs at sd zainuddin ngeni there are three stages in the implementation of literacy culture programs, namely the stages of habituation, development, and learning. a. habituation stage the literacy culture programs at the habituation stage at sd zainuddin ngeni has been implemented well. through this culture, students become accustomed to reading books. the implementation of literacy in class vi is carried out every morning, namely monday, tuesday, and wednesday. the implementation of reading activities 15 minutes before this lesson is in accordance with regulations issued by the ministry of education and culture number 23 of 2015, the habituation program carried out by schools in addition to non-lesson book literacy, also getting used to reading short letters in the qur'an, which aims to instill religious values so that students always istiqomah in reading the qur'an. schools do not only focus on academics, but also try to teach character education from an early age, one of which is instilling religious values. this literacy culture at zainuddin ngeni elementary school is carried out every morning before lessons and takes place consistently. the reading strategy to foster a literacy culture at sd zainuddin ngeni in fifth grade is reading silently. not only students who are seen reading, headmaster and teachers also read and are involved in monitoring the implementation of literacy in the classroom. the various reading sources used are available in the classroom reading corner. the collection of books includes fiction, traditional literature, comics, and other enrichment books. teachers must be aware of and support the importance of self-determining the books to read to reduce student confusion (stead, 2009:14). sd zainuddin ngeni does not require special books to be read. the teacher frees students to choose their own reading books according to their interests and preferences. there is no limit in reading, if you do not finish reading it will continue the next day until students can finish the book. from the results of student interviews, it was stated that literacy has a positive impact on students, with literacy, they can add new knowledge, get a lot of information, increase vocabulary, and can discuss reading books together. the results of this study are in line with research conducted by tantri, which states that a literacy culture program that is supported by all school members is able to increase students’ reading interest (tantri&dewantara, 2017:6). likewise with ningrum’s research, which revealed that through reading activities students have broad knowledge that creates curiosity or curiosity, students often ask questions when they do not understand something they read (citra ningrum, fajriyah, & budiman, 2019: 76). from the results of research at sd zainuddin ngeni, it shows that implementing a school literacy culture by providing opportunities to use the time and classroom as well as possible, it will be easy to develop students’ interest in reading. b. development stage the literacy culture at sd zainuddin ngeni in the development stage, the focus of its activities is to improve students' reading fluency and comprehension. so to measure students' understanding of reading, it is done by writing activities. this can be seen in class vi when literacy activities take place, students are asked to respond to books that have been read. the responses include writing down story elements, storylines, and writing stories in their own language in a special literacy notebook. the reading strategy at the development stage is carried out by independent reading. the implementation of literacy at zainuddin waru elementary school was also accompanied by the issuance of a decree regarding the formation of a school literacy movement team that involved all class teachers as members. the results of responding to the reading book include writing, drawing, or telling orally. students also liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 195 expressed their pleasure and support regarding the provision of academic awards that are routinely given by teachers for student achievement and for appreciation of student literacy. the success achieved at sd zainuddin ngeni can be seen from the ability of students to understand reading, namely students are able to review books that have been read and won the storytelling and writing competitions. this review activity is closely related to writing activities, so as to make students better understand reading in-depth, hone their thinking skills, and train students’ ability to express opinions. this literacy culture makes the students excel, be broad-minded, and able to produce works even though they have not been published extensively. reading various types of books allows children to recognize various forms of writing that can stimulate children's writing skills (latham, 2012: 131). the more children read, the better their writing skills will be. this is also in line with azis’ research which reveals that literacy has an influence on writing skills, vocabulary acquisition has an impact on children's writing skills (azis, 2017:110). c. learning stage the literacy culture in this learning uses textbook reading sources such as thematic books, and other enrichment books. each teacher has a variety of other enrichment books that are used as a guide to deepen the material. some of the books are privately owned and some are from the library. meanwhile, reading sources used by students apart from the theme of books are also provided with enrichment books in the library and in the reading corner of the class, students are also given modules containing supporting materials and questions to hone students' abilities. teachers need to instill in students about the response to books and student involvement in learning (barlow, 2012: 3) as the result of interviews with headmaster and classroom teachers, sd zainuddin ngeni also conducts learning outside the classroom and is adapted to the existing material. the purpose of learning outside the classroom is so that students can add new knowledge that is not obtained through classroom learning, students also carry out information literacy and the results are collected as assignments in the form of clippings and papers. through literacy, it is able to bridge students to continue learning and working (sari, 2018: 96). using the right strategy will encourage students to have metacognitive abilities so that students can find the most appropriate reading strategy according to the content of the subject matter they read. effective teachers in teaching literacy are teachers who apply teaching techniques to how students can read, write, and develop an understanding of their knowledge (pressley, mohan, raphael, & fingeret, 2007:222). in implementing a literacy culture in schools, as a teacher must be able to give a positive and pleasant impression to students (bixler, smith, & henderson, 2013: 252). discussion according to the research finding, it shows that the implementation of literacy culture at sd zainuddin ngeni has implemented a literacy culture. the literacy program is guided by the government’s school literacy movement which is already running at the stage of habituation, development, and learning. the program is a policy carried out by schools to increase students’ interest in reading. here, the school strives to implement regulations made by the ministry of education and culture of the republic of indonesia number 23 of 2015 concerning the growth of character in school through habituation by reading books in 15 minutes before class every day. then, the school has to improve facilities and infrastructure in supporting literacy activities, such as creating a text-rich environment, providing comfortable library facilities, updating book collections in libraries and reading corners. after that, the school makes social and affective environment as a literate model of communication and interaction by creating a program for organizing competitions related to literacy on national holidays, such as reading poetry, writing short stories, speech competitions, and so liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 196 on as well as giving awards to students. the last is to make the school as a literate academic environment by reading non-lesson books, and reading al-qur’an. it is supported by tantri&dewantara about the effectiveness literacy culture in improving students’ reading interest at sdn 3 banjar jawa (2017: 2). while the researcher describes the implementation of literacy culture activities at sd zainuddin ngeni. moreover, based on ningrum’s research, which revealed that through reading activities students have broad knowledge that creates curiosity or curiosity, students often ask questions when they do not understand something they read (citra ningrum, fajriyah, & budiman, 2019: 76). from the results of research at sd zainuddin ngeni, it shows that implementing a school literacy culture by providing opportunities to use the time and classroom as well as possible, it will be easy to develop students’ interest in reading. thus, the implementation of literacy culture activity at sd zainuddin ngeni has carried out three stages; first is the habituation stage. in this stage, the teacher tries to create a comfortable, calm, undisturbed atmosphere so that students can concentrate more on the books they read. not only students who are seen reading, from the data that has been presented previously, it can be seen that the teacher also reads and supervises students, making sure everyone is reading. the headmaster is also involved in monitoring the implementation of literacy in the classroom. all school members at sdn zainuddin ngeni must support the implementation of literacy culture. the second is the development stage. the development stage in the high class of elementary school can carry out activities by writing responses to readings. it can be seen in fifth grade when having literacy activities. in this activity students are expected when reading a book, students are asked to write down their responses from the books they have read. the responses include writing down story elements, storylines, and writing stories in their own language in a special literacy notebook. the literacy notebooks are provided by the students themselves and the school does not provide special books or journals for literacy. the last is the learning stage. literacy activities that have been integrated in learning, one of which is in thematic learning which contains many literacy activities. by cultivating literacy to only students in learning can be done by getting the children to read textbooks, after that the teacher asks questions about the reading. not only asking questions, the teacher also gives assignments such as asking students to write summaries of what they read in textbooks. the goal is that students are able to write well in accordance with the rules of the language. conclusion based on the results of research findings and discussion, it can be concluded that: first, the literacy culture programs at sd zainuddin ngeni is guided by the school literacy movement that was created by the government on permendikbud no. 23 of 2015. the school’s policy builds a literacy culture by improving facilities and infrastructure to support literacy activities, such as creating a text-rich environment, providing comfortable library facilities, updating book collections in libraries and reading corners, forming a school literacy team as well as organizing competitions related programs with literacy on national holidays, such as reading poetry, writing short stories, speeches and so on as well as giving awards to students related to literacy achievements and awards for outstanding students. second, the implementation of literacy culture programs at sd zainuddin has carried out three stages, namely the habituation stage, the development stage, and the learning stage. the literacy culture program requires good cooperation and support by all school members so that it increases interest in reading and student achievement. liansari the implementation of literacy ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 197 references abidin, y. 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(2018). results in focus what 15-years-olds know and what they can do with what they know. secretary-general, oecd. pressley, m, mohan l, raphael ml, and fingeret l. (2007). how does bennett woods elementary school produce such high reading and writing achievement?. j. educ. psychol, 99(2), pp. 221–240. rostiawati, e. (2017). membumikan budaya literasi di kalangan widyaiswara provinsi banten. jurnal lingkar widiyaswara, 4(1), 1–6. sari, i. f. r. (2018). konsep dasar gerakan literasi sekolah pada permendikbud nomor 23 tahun 2015 tentang penumbuhan budi pekerti. al-bidayah j. pendidik. dasar islam, 10(1), pp. 89–100. stead, t. (2009). good choice: supporting independent reading and response k-6, portland: stenhouse publisher. suragangga, i. m. n. (2017). mendidik lewat literasi untuk pendidikan berkualitas. jurnal penjaminan mutu lembaga penjaminan mutu institut hindu dharma negeri denpasar, 3(2). retrieved at 2 august 2017 from https://ejournal.ihdn.ac.id/index.php/jpm tantri & dewantara. (2017). keefektifan budaya literasi di sdn 3 banjar jawa untuk meningkatkan minat baca, journal of education research and evaluation. 1(4) pp. 204-209. wef. (2016). new vision for education : fostering social and emotional with what they know. secretary-general, oecd. https://dikdasmen.kemdikbud.go.id/ https://ejournal.ihdn.ac.id/index.php/jpm jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.1-12 doi:10.33394/jo-elt.v9i1.4425 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 1 interactive media edpuzzle and its implementation in teaching vocabulary in new normal era #1 endang mastuti rahayu, *2 pradana bhaskoro #1 english lecturer, faculty of social science and humanities, universitas pgri adi buana surabaya, indonesia *2 english student, faculty of social science and humanities, universitas pgri adi buana surabaya, indonesia corresponding author email: endangrahayu@unipasby.ac.id a b s t r a c t s a r t i c l e i n f o the aim of this study was to describe the use of interactive media edpuzzle in teaching vocabulary. many students had difficulties finding the right vocabulary in conveying ideas because the learning media used by the teacher was not varied. in new normal era, the teacher must be good at choosing interactive media for teaching vocabulary. one of interactive media was edpuzzle, because it could make the learning process to become interesting. this study was quantitative descriptive. the research subject was the 8th-i grade of students at smpn 2 taman which consisted of 33 students. in this study, the researchers used an observation guide and questionnaire to collect the data which were then analyzed descriptive quantitatively and in percentage terms. the result of observational data analysis showed that the interactive media edpuzzle used in teaching vocabulary made students more active and the class become fun. the results of the questionnaire analysis showed that 54% of students agreed that teaching vocabulary using interactive media edpuzzle helped them understand the text. the conclusion was that interactive media edpuzzle could be used in teaching vocabulary, because students felt more enjoyable, interested, and excited, also easier to memorize the english vocabulary during learning process. article history: received: november, 2021 revised: march, 2022 published: june, 2022d 16 aug 2018nline 09 sep 2018 keywords: interactive media, edpuzzle, teaching vocabulary, new normal era, how to cite: rahayu, e., & bhaskoro, p. (2022). interactive media edpuzzle and its implementation in teaching vocabulary in new normal era. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 1-12. doi:https://doi.org/10.33394/jo-elt.v9i1.4425 introduction teaching vocabulary in the new normal era which is carried out online for a teacher is a challenge in itself, so creativity is needed. teachers have an important role in building students' vocabulary. teachers must understand what factors hinder students‟ difficulties in learning vocabulary. in accordance with circular letter number 4 of 2020 concerning the implementation of education policies in emergencies of the spread of corona virus disease (covid-19), it is stated that the teaching and learning process is carried out online or remotely. therefore, all learning activities become online (azhar et al., 2020). the minister of education's statement has the intention that in the current new normal, the use of technology in an integrated manner in learning is highly expected by (mahyoob in ipek & ustunbas, 2021) therefore, the use of technology is an integral part of vocabulary learning. distance learning does make learning more effective in terms of time. but in reality language mailto:endangrahayu@unipasby.ac.id rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 2 learning has weaknesses, such as; lack of social interaction between teachers and students, students and students, and the mismatch of expectations with reality (sevilen in ipek & ustunbas, 2021) vocabulary is an important basic skill for learning english, because it contains the basis for the development of all other skills such as reading, speaking, writing, and listening (deni & fahriany, 2020; richard in gaynor, 2014). as a consequence, it is the demands of students to communicate politely in oral and written communication for various purposes (jones, 2017). without adequate vocabulary and strategies to acquire new vocabulary, students often lack confidence in their abilities and become discouraged. people cannot express ideas if they lack of vocabulary (deni & fahriany, 2020). the results of the observations of the researcher when accompanying students who were carrying out the school field introduction program were that there were several factors that caused students to experience difficulties in the process of learning english in grade 8 students of smpn 2 taman, such as rarely doing exercises, and lacking confidence. that was why many students had difficulties finding the right vocabulary items in conveying ideas. one of the causes of students‟ not understanding vocabulary was because the learning media used by the teacher did not vary. inadequate availability of teaching materials and vocabulary learning principles as well as confusing vocabulary learning theories reduce students' vocabulary mastery (rosa & eskenazi, 2011). the selection of inappropriate media is also the cause of the unattractiveness of the learning process (prastiyawati in dakhi & fitria, 2019). furthermore, the teacher's perspective of vocabulary learning for students at the junior high school level can influence the strategy and way the teacher delivers the teaching the materials. in other words, the selection of strategies used by teachers in delivering the teaching materials will be more interesting if it is adjusted to the characteristics of students (gaynor, 2014). teachers should have various strategies and apply them in vocabulary learning, for example: using objects, practicing often, spelling, drawing, using expressions and gestures, and guessing from context and games or media (susanto, 2017). the results of wessels (in natalina, 2018) research showed that one of the successes in facilitating learning is by maximizing students' vocabulary mastery. this strategy provides opportunities for students to get as much experience as possible. in addition, the strategy of using interactive media is one alternative that can be applied, because it involves students active participation in class. with the development of technology and increasing applications for learning, foreign language learning is undergoing a transformation in terms of teaching resources. the more applications, the more language learning benefits. thus, there are many language learnings which based on mobile-assisted language learning (mall). teachers integrate online application technology into language learning (hoi et al in ipek & ustunbas, 2021). learning that uses interactive multimedia in the teaching and learning process will make students not easily bored. interactive media that utilize technology is a challenge for teachers to create quality learning (ghofur & youhanita, 2020). an interactive teaching and learning atmosphere will encourage communication of various things (student-teacher, student-student, computer-student), a combination of various media that makes full use of the sense of sight and hearing can attract interest in learning (primamukti & farozin, 2018). interactive media can be used to inspire students to learn with high motivation, because they are interested in using media that can display text, images, video, audio, and animation (saputri, rukayah, & indriayu, 2018). the characteristics of interactive multimedia are by the presence of text, graphics, audio, video, visual effects, sound effects, and interactivity (fadillah, bilda, saleh, & yenni, 2021). they are all used to make it easier for students to understand english activities and help teachers in providing material during lessons. rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 3 as technology develops, teaching media also develops into a combination of audio, visual, text, and animation. images, text, sound, video, and animation are components of multimedia that are widely used by interactive media, one of which is interactive media edpuzzle (mishra & sharma, 2011). teachers can select videos and customize them based on class needs by entering question types such as multiple-choice questions, audio tracks, audio notes, or comments on videos whose purpose is centered on assessment in the edpuzzle application (prawati in ipek & ustunbas, 2021). the advantages of interactive media edpuzzle (www.edpuzzle.com) are that it can enhance the distance learning experience, convince instructors that learning is happening, because students can take quizzes throughout the video, instructors can measure coursework, add audio notes, and can share videos with others (abou afach, kiwan, & semaan, 2018). while the lack of interactive media edpuzzle, teachers cannot provide feedback openly on which answers are right or wrong. teachers can only give suggestions or reasons why students' answers are wrong or right, but they can only make sure that the answers are wrong or right. figure 1: interactive media edpuzzle the results of silverajah's research (silverajah & govindaraj, 2018) showed that the effect of using edpuzzle on students' chemistry at the ausmat program at sunway college, malaysia had a good ability in creating students' independent study skills and in strengthening their chemistry learning. overall, using edpuzzle provides a learner-centered learning background that covers the needs of individual learners, especially those with low achievers. amaliah (fadillah et al., 2021) showed the final result of the researcher concluded that edpuzzle could improve students' analytical thinking skills in writing very well, because it can build context and content according to the times in the era of the industrial revolution 4.0. researchers primamukti (primamukti & farozin, 2018) state that the use of interactive media can affect student learning outcomes. the results of the three researchers regarding the use of interactive media can affect students' motivation and learning outcomes. the application of interactive media edpuzzle in the vocabulary learning process begins with preliminary activities. in the introductory activity, the teacher as a facilitator provides directions about the learning scenario that day, motivating the importance of learning english. previously, the teacher gave a link address to students to download the edpuzzle interactive media application. the link address is shared by the teacher through the whatsapp group. in the preliminary stage, the observation stage is carried out. students concentrate on watching the video shows available there. then students work on their assignments to find verbs or activities for the characters in the video. furthermore, during core learning activities, the teacher still asks students to watch the video, the goal is for students to study intensively then dig up information, and analyze the stories given. students look for similarities and differences. the results of the analysis are discussed. next is independent learning activities. after observing, exploring, and analyzing the stories, they http://www.edpuzzle.com/ rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 4 study independently in groups (self-study), discussing the material and questions in the application. in the interactive media edpuzzle there are several exercises that students must do in the form of questions to train higher-order thinking skills, especially in analytical thinking skills. the results are graded automatically through the teacher's account. the last stage is the assessment activity. assessment is carried out both during the process and after learning. the assessment process is carried out by the teacher by going around seeing students' thinking processes and student performance. meanwhile, students' analytical thinking skills were measured by questions of higher-order thinking skills. furthermore, the assessment of the results is carried out by giving daily tests. at the end of the lesson, students are guided by the teacher to make joint conclusions (amaliah in fadillah et al., 2021). based on the problems and the results of previous research, it seemed that vocabulary learning strategies using interactive media edpuzzle were very important for teaching vocabulary. therefore, this study aimed to describe the use of interactive media edpuzzle in vocabulary learning for junior high school students, so that the research problems could be formulated as follows; how to apply the use of interactive media edpuzzle in vocabulary learning. research method the research used a descriptive method with a quantitative approach. this method is used because the researcher does not test the hypothesis but describes the variables set by the researcher, in this case, is the use of interactive media edpuzzle. the researcher would describe the results of using edpuzzle interactive media in learning vocabulary in the new normal. for this reason, a research instrument is needed. the research instruments used were observation sheets and questionnaires. the two instruments were used to get an overview of the implementation of the use of interactive media edpuzzle in vocabulary learning, while the questionnaire was used to find out students' opinions regarding the use of interactive media in the classroom. research design descriptive research design with a quantitative approach is based on the assumption that a symptom can be classified. this is because the researcher only conducted research by focusing on one variable, namely the use of interactive media edpuzzle in vocabulary learning. in this case, the researcher explained or described the implementation of vocabulary learning using interactive media edpuzzle. the method presented is to describe the object under study through data or samples that have been collected as is, without analyzing and making generally accepted conclusions (sugiyono in giyanto, heliawaty, & rubini, 2020). rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 5 input process output figure 2: the framework of interactive media edpuzzle descriptive research design with a quantitative approach starts from vocabulary learning activities. the topic of discussion discussed was descriptive text. during the vocabulary learning activities, the teacher used the interactive media edpuzzle. to find out whether the use of interactive media edpuzzle helped make it easier for students to learn the vocabulary used in the descriptive text about animals dan people. population and sample the population in this study was the 8th grade students of smpn 2 taman with a total of 297. smp 2 taman is a school that accepts students with special needs.the sampling technique used was purposive sampling. the reason for using the sampling technique was that the sampling class used was for the peer teaching class in the school field introduction program. the sample from one class of viiii in the academic year 2020/2021where in that class there were students with special needs (deaf and speech impaired). total students in class viii-i consisted of 33 students, in which that are 18 male and 15 female students, instruments this research used the observation sheet instrument was used in this study because the teacher who taught vocabulary using the interactive media edpuzzle was also a researcher. the involvement of researcher as teacher in this case was called participant observation. participant observation allowed researcher to check the events that informant may be unable or willing to share when doing it (kawulich in nkengbeza, 2016). therefore, the help of other people was needed to observe the researcher when using edpuzzle interactive media in the classroom. the observation sheet is used to observe the activities of the researcher who was implementing interactive edpuzzle media in vocabulary learning. the observed aspects include; 1) the preliminary activities that were observed were: whether the teacher greeted the students, whether she conveyed the scope of the materials; and description of the activity and whether the teacher motivated the students. 2) the core activities observed were two aspects, namely: learning materials, information about the use of interactive media edpuzzle and descriptive text analyzing students‟ needs ideas to make an interactive media edpuzzle and design the implementation in the classroom using interactive media edpuzzle in teaching and learning process observation: the implementation of edpuzzle media assessment: knowledge, questionaire analyzing assessment, questionaire and observation rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 6 activities for implementing interactive media edpuzzle in the classroom. in the aspect of learning materials, the activities observed were whether the teacher used powerpoint when delivering the materials, whether she delivered the material systematically, and whether she asked questions after delivering the materials. next, the information aspect of using edpuzzle interactive media that was observed was whether she conveyed information about the importance of using online media, whether she conveyed the steps for using edpuzzle interactive media, and finally whether she gave orders to join the group. the last aspect of the core activity was the teacher's application of using interactive media edpuzzle. in this aspect, what was observed were whether she gave videos in which there was edpuzzle interactive media and whether she gave assignments to students related to edpuzzle interactive media videos. the final activity that was observed was how the teacher and students made conclusions regarding the material using the interactive media edpuzzle and whether she gave a process assessment. the collaborator in this study was student who was carrying out school field introduction activities at smpn 2 taman. the collaborator conducted the observation directly toward english teaching and learning process in the viii-i of smpn 2 taman. the results of the research can be seen from the results and changes in student behavior using the edpuzzle media to the fullest, then the researcher used one class. during the new normal, grade viii-i students could not attend all of the vocabulary learning activities in the classroom offline, because there was no information that required students to attend class. with the limitations that can be present in vocabulary learning activities through the whatsapp group application, namely only 6 students, teachers, and collaborators, while other students took part in online learning activities at home, data collection through observation is still carried out. the collaborator observed the reseacher‟s activity in class by whatsapp group application to know about situation of learning process. despite the limitations of implementing vocabulary learning using interactive media, the collaborator continued to observe the students‟ activities and problems faced by them in learning vocabulary. an interactive media edpuzzle links and learning video about descriptive text were sent via the whatsapp group application for students who were taking online learning at home. the treatments were held in seven meetings or 7 x 40 minutes, because each meeting discussed different materials. the text being discussed is descriptive text about animals and people. vocabulary is part of the linguistic elements that students must learn. vocabulary materials that used edpuzzle interactive media were similarities, differences in vocabulary and understanding of the text itself. in the observation there are three aspect in teaching learning such as : pre-teaching activity, whilst-teaching activity, and post-teaching activity. according to the flow of the research process, the first thing the researcher did was to analyze the students' needs. analysis of student needs is by identifying the basic competencies „and materials being studied by class viii students. next, analyze what media is right for class viii students, as well as consider the media that can be used for students with special needs. so finally it was decided to use the interactive media edpuzzle so that all students can use the media in learning english, especially vocabulary. at the first meeting, the results of the collaborator's observations. in the pre-activity the teacher greeted the students with gratitude to god, after that the teacher conveyed the scope of the material to be delivered today, then the teacher gave some motivation to the students. next, the teacher explained the materials about "descriptive text". the teacher began to do apperception activities with a guessing game with english vocabulary. games can help increase students' learning motivation (puspitasari, 2016). the next step, the teacher provided materials through powerpoint media. in the learning process the teacher explains the materials well, then the teacher asked some questions after giving the materials. after that, the teacher provided information about the importance of online learning in the new normal rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 7 by using interactive media such as edpuzzle. the teacher provided step-by-step tutorials to access the interactive media edpuzzle and to make small group which students could join. at the first meeting, the collaborator's observations showed that the teacher's explanation had not been fully understood by the students so the next meeting was needed, due to the limited understanding of using interactive media. at the second meeting until the sixth meeting, the teacher who previously explained online learning in the new normal, now the teacher provided a link for students to join the class on the interactive media edpuzzle. after providing the link, the teacher provided a 3minute video or material for the assignment to students. the teacher used video media to motivate students in the vocabulary learning process and explain the benefits for students (mayang, et all, 2021). in the video it is explained about animal descriptive text with the topic "my lovely dog", and “christiano ronaldo”. after that, the teacher gave 15 multiple choice questions about vocabulary equations. the students' task is to find the synonyms and antonyms of vocabulary which they got after watching the video. in this activity, teacher can see the results of student answers through the teacher‟s account. in this activity from 33 students who can do the expected exercise target had not been achieved. thus, teacher decided at the next meeting to still use the interactive media edpuzzle in vocabulary learning. other practice questions were still in progress of the learning conditions were still discussing descriptive text, the topic of discussion was still the same, namely descriptive text about animals. however, the practice questions that must be done using the interactive media edpuzzle are about understanding the text. practice questions about understanding the text in subjective form as many as 5 items. the video used in the interactive media edpuzzle tells about animal descriptive text, after they see the video show students are asked to answer the practice questions. student activities can be monitored by the teacher through the teacher's account. at the end of the activity the teacher provides feedback for all student activities when working on similarities, differences, and understanding of descriptive text about animals. all vocabulary learning activities using edpuzzle interactive media were observed by the collaborator in this case, namely students who were carrying out a school field introduction program at smpn 2 taman. the results of the collaborator observations showed that students were very enthusiastic about participating in learning and doing practice questions and they were also those who enjoyed learning because they learned by using interactive media edpuzzle. through the interactive media edpuzzle students can immediately see the results of the answers even though through the teacher's account and also the teacher provided feedback on what the students have done. at the end of the vocabulary learning process, the researcher distributed a questionnaire by google form. the aim was to find out the opinion of students about the use of interactive media edpuzzle in vocabulary learning. questionnaire was a structured form. the questionnaires were in closed-ended item questions form. spesifically, the questionnaires were to find out the students‟ perception after learning english through edpuzzle. in this case, the researcher used the questionnaire method to collect data about using interactive media edpuzzle on teaching vocabulary. there were 10 questions or statements. the questions included in the questionnaire asked students' opinions about: whether the use of interactive media edpuzzle was effective for vocabulary learning, whether the use of interactive media was very helpful in learning vocabulary, whether interactive media edpuzzle made students more interested and happy in learning vocabulary, whether interactive media edpuzzle helped students understand vocabulary material, whether students felt happy following vocabulary learning using edpuzzle interactive media, whether students had difficulties using edpuzzle interactive media, whether students benefit from using edpuzzle interactive media. rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 8 there were 5 alternative answers used in the questionnaire, namely; strongly agree, agree, moderately, sometimes, and disagree. the five alternative answers were sorted from 1 to disagree and 5 to strongly agree. the answer choices were very helpful for researchers to analyze the results of students' answers regarding the use of interactive media edpuzzle in vocabulary learning. data analysis the results of the data obtained through the observation sheet instrument were analyzed descriptively, while the data in the form of students' opinions about the application of the use of interactive media edpuzzle in the vocabulary learning process derived from the questionnaire instrument were analyzed with descriptive statistics in the form of a percentage. in order to know how many percentages of students liked interactive media edpuzzle during the vocabulary learning process. to process data from questionnaire data starting from the stages of selecting data, creating data tables, and calculating alternative answers followed the steps, namely: at the stage of selecting the data, the researcher separated which data could be used and which could not be used. the second stage was making a data table, the researcher entered each alternative answer for each question item and each respondent, then calculated the frequency of alternative answers for each item and alternative answers. the last step was the frequency of each alternative answer on each item was calculated and processed by comparing the number of respondents' answers to each item with the number of respondents multiplied by one hundred percent. research findings 1. finding of observation the results of observations through the whatsapp group application which were only attended by a number of 6 students, teachers, and collaborators, results of observations during the vocabulary learning process carried out by collaborator was as follows. the teacher used the interactive media edpuzzle in learning vocabulary according to the procedure for using interactive media. the procedure for using interactive media began with the teacher delivering the material to be discussed using powerpoint media systematically, then the teacher conducted apperception activities by asking students questions related to the materials to be discussed. in activities using interactive media edpuzzle, the teacher conveyed the importance of understanding all the information contained in online media. after that, the teacher explained the steps for using interactive media edpuzzle with examples until students really knew how to use the media in vocabulary learning. next, the teacher divided the class into several groups. for maximum results, each group gets an interactive edpuzzle video media about the material being discussed. the teacher gave assignments to each group to do their work using interactive media edpuzzle. in order that students were familiar with edpuzzle interactive media during vocabulary learning in the new normal, the activities of using the media were for 7 meetings including activities to analyze student needs about the material. vocabulary learning material about descriptive text with sub-topics of descriptive text about animals and people. each sub-topic practice questions that students have to do about vocabulary equations, vocabulary opposites, and understanding of the text itself. as long as students work on practice questions, the teacher can monitor student answers through the teacher‟s account. and at the end of the learning activities, the teacher provides feedback on the assignments that the students have done and draws conclusions about the material that has been discussed. however, in reality, the use of interactive media edpuzzle at the seventh meeting of students could really understand and work on vocabulary exercises smoothly. thus, the results of these observations indicated that the use of interactive media in vocabulary learning rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 9 makes students feel more enthusiastic and enjoy learning. due to the interactive media edpuzzle, students could work together with friends in their groups to do their work. edpuzzle interactive media made the vocabulary learning process easier to understand (gaynor, 2014). 2. result of questionnaire figure 3. the result of questionnaire questionnaires were given to students after the learning process was carried out. in the learning process, teachers use google forms as a medium to provide questionnaire links through whatsapp groups due to conditions in the new normal era. based on the picture presented above, it is known that the research subjects amounted to 33 students who agreed as much as 54%, meaning that the use of interactive media edpuzzle in learning vocabulary can make students happy, easier to remember vocabulary, and excited in the learning process. students who strongly agree as were many as 42%, this showed that the use of interactive media edpuzzle in teaching vocabulary was very useful for students in learning english vocabulary. students were very interested in using the interactive media edpuzzle in learning vocabulary. students felt enthusiastic in learning vocabulary and students found it easy to understand material about english vocabulary by using interactive media edpuzzle. students who answered enough as much as 4% meant that they did not experience difficulty while using the interactive media edpuzzle and did not get bored. therefore it could be said that most of the viii-i graders of smpn 2 taman agreed that edpuzzle was an interactive medium in teaching vocabulary (prastyawati in dakhi & fitria, 2019), (saputri et al., 2018) discussion in the new normal era, vocabulary learning cannot be carried out offline, students who attend class are very limited, namely only 6 people. however, the observation of the implementation of vocabulary learning using interactive media edpuzzle through the whatsapp group application continues. learning vocabulary using interactive media edpuzzle is carried out through three stages, namely preliminary activities, core activities, and final activities ( sevilen in ipek & ustunbas, 2021); (amaliah, 2020). the lack of interaction between teachers and students in the new normal can be bridged by using technology-based learning media according to sevilen and amaliah above. before the teacher used edpuzzle interactive media, in the preliminary activity the teacher motivated students to learn the importance of using technology-based learning media. then the teacher began to apply the interactive media edpuzzle in learning in the core rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 10 activities of each meeting. the application of the use of interactive media edpuzzle in vocabulary learning was carried out for 7 meetings with the topic of discussing descriptive texts about animals and people including activities to analyze student needs about the material. each topic practice questions that must be done by students using interactive media edpuzzle are synonyms, opposite words, and understanding of the text. the more often students use edpuzzle interactive media in learning vocabulary, the more accustomed to using technology-based learning media. the results of observations by collaborators during 7 meetings of learning showed that the use of interactive media edpuzzle could change the learning situation where students were originally bored, now they felt that learning vocabulary was fun. students learning vocabulary with interactive media edpuzzle became more enthusiastic, because of the students' habit of using interactive media edpuzzle (prastiyawati in dakhi & fitria, 2019), (saputri et al., 2018). as stated by prastiyawati and saputri in their research that choosing the right learning media will make students enjoy the subject more. changes in students' attitudes and feelings when participating in vocabulary learning using interactive media edpuzzle could be seen from the results of the questionnaire analysis. the difference was not too much between students who agreed and strongly agreed. about 54% of students agreed and about 42% feel strongly agreed of 33 students who agreed, this showed that vocabulary learning using technology-based learning media, namely interactive media edpuzzle really helped students in learning vocabulary, in understanding the vocabulary they used. in the text and also students learn more enthusiastically, because learning vocabulary was more fun (primamukti & farozin, 2018). the results of the questionnaire answers related to the use of interactive media edpuzzle showed the same results as primamukti's research that the use of interactive media had an effect on student learning outcomes. related to the use of interactive media edpuzzle in teaching vocabulary, the previous studies support the findings that using an interactive media edpuzzle made the students learn vocabulary well. conclusion based on the results of research and discussion teachers who use edpuzzle interactive media in vocabulary learning continue to carry out learning activities as usual through three stages of activities, namely; preliminary activities, core activities, and final activities. interactive media edpuzzle was especially implemented during the core activities in which the students practiced synonims and antonyms used in descriptive texts about animals and people shown through video. the use of interactive media in vocabulary learning cannot be done only once but needs to be repeated, so that students are accustomed to using technologybased learning media. the habit of students using technology-based media, for example interactive media edpuzzle during learning activities, makes students learn vocabulary more enthusiastically, because they find vocabulary learning to be more fun. therefore, it can be concluded that learning vocabulary in 8th grade of smpn 2 taman using interactive media edpuzzle, makes them feel more enthusiastic in learning and the learning class is more fun. references abou afach, s., kiwan, e., & semaan, c. (2018). how to enhance awareness on bullying for special needs students using “edpuzzle” a web 2.0 tool. international journal of educational research review, 3(1), 1–7. https://doi.org/10.24331/ijere.372260. amaliah. (2020). implementation of edpuzzle to improve students‟. prosodi, 35-44. https://doi.org/10.24331/ijere.372260 rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 11 azhar, e. i., hui, d. s. c., memish, z. a., drosten, c., zumla, a., & kemdikbud ri. (2020). edaran tentang pencegahan wabah covid-19 di lingkungan satuan pendidikan seluruh indonesia. infect dis clin north am, 33, 1–5. dakhi, s., & fitria, t. n. (2019). the principles and the teaching of english vocabulary: a review. jet (journal of english teaching), 5(1), 15. https://doi.org/10.33541/jet.v5i1.956. deni, r., & fahriany, f. (2020). teachers‟ perspective on strategy for teaching english vocabulary to young learners. vision: journal for language and foreign language learning, 9(1), 47. https://doi.org/10.21580/vjv9i14862. fadillah, a., bilda, w., saleh, h., & yenni, y. (2021). design of interactive learning media in the covid-19 pandemic time using ispring. prima: jurnal pendidikan matematika, 5(1), 1. https://doi.org/10.31000/prima.v5i1.3260. gaynor, b. (2014). teaching english to young learners in japan : communicative competence and classroom reality, (2), 118–127. ghofur, a., & youhanita, e. (2020). interactive media development to improve student motivation. ijeca (international journal of education and curriculum application), 3(1), 1. https://doi.org/10.31764/ijeca.v3i1.2026. giyanto, g., heliawaty, l., & rubini, b. (2020). the effectiveness of online learning by edpuzzle in polymer materials on students‟ problem-solving skills. iop conference series: materials science and engineering, 959(1). https://doi.org/10.1088/1757899x/959/1/012006. ipek, o. f., & ustunbas, z. (2021). applications used in distance education in english language classrooms. jet (journal of english teaching), 7(2021), 260–272. jones, j. (2017). teaching english to young learners. critical issues in language teaching with 3−12 years olds . edited by jean bland . british journal of educational studies, 65(1), 130–132. https://doi.org/10.1080/00071005.2017.1282092. mayang, g. c., efendi, a., & taufik prakisya, n. p. (2021). the effectiveness of problembased learning assisted by edpuzzle on students‟ critical thinking skills. ijie (indonesian journal of informatics education), 5(1), 9. https://doi.org/10.20961/ijie.v5i1.47264. mishra, s., & sharma, r. c. (2011). interactive multimedia in education and training. interactive multimedia in education and training, 115–122. https://doi.org/10.4018/978-1-59140-393-7. natalina, k. (2018). vocabulary learning strategies used by junior high school students. international journal of language teaching and research, 3(1), 12–15. retrieved from https://e-journal.usd.ac.id/index.php/ijels/article/view/1064/845. nkengbeza, d. (2016). school leadership role in a conflict and post-conflict environment school reconstruction as a professional learning community. open journal of social sciences, 04(08), 70–79. https://doi.org/10.4236/jss.2016.48009. primamukti, a. d., & farozin, m. (2018). utilization of interactive multimedia to improve learning interest and learning achievement of child. jurnal prima edukasia, 6(2), 111– 117. https://doi.org/10.21831/jpe.v6i2.19183. puspitasari, e. (2016). literature-based learning to build students‟ vocabulary. journal of foreign languange teaching and learning, 1(1). https://doi.org/10.18196/ftl.115. rosa, k. dela, & eskenazi, m. (2011). effect of word complexity on l2 vocabulary learning. computational linguistics, (june), 76–80. https://doi.org/10.33541/jet.v5i1.956 https://doi.org/10.21580/vjv9i14862 https://doi.org/10.31000/prima.v5i1.3260 https://doi.org/10.31764/ijeca.v3i1.2026 https://doi.org/10.1088/1757-899x/959/1/012006 https://doi.org/10.1088/1757-899x/959/1/012006 https://doi.org/10.1080/00071005.2017.1282092 https://doi.org/10.20961/ijie.v5i1.47264 https://doi.org/10.4018/978-1-59140-393-7 https://e-journal.usd.ac.id/index.php/ijels/article/view/1064/845 https://doi.org/10.4236/jss.2016.48009 https://doi.org/10.21831/jpe.v6i2.19183 https://doi.org/10.18196/ftl.115 rahayu interactive media edpuzzle and ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.9 no.1 | page 12 saputri, d. y., rukayah, r. r., & indriayu, m. i. (2018). integrating game-based interactive media as instructional media: students‟ response. journal of education and learning (edulearn), 12(4), 638–643. https://doi.org/10.11591/edulearn.v12i4.8290. silverajah, v. s. g., & govindaraj, a. (2018). the use of edpuzzle to support low-achiever‟s development of self-regulated learning and their learning of chemistry. acm international conference proceeding series, 259–263. https://doi.org/10.1145/3290511.3290582. susanto, a. (2017). the teaching of vocabulary: a perspective. jurnal kata, 1(2), 182. https://doi.org/10.22216/jk.v1i2.2136. https://doi.org/10.11591/edulearn.v12i4.8290 https://doi.org/10.1145/3290511.3290582 https://doi.org/10.22216/jk.v1i2.2136 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 100 diversity of learning: the basis for further instruction in teaching modality muliani (1) , heri hidayatullah (2) (ullymuliani@gmail.com (1) , heri7262@gmail.com (2) ) faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract this research deals with the diversity of learning as part the development of interstate new teachers assessment and support consortium (intasc standards) teaching model in teaching modality. regarding the use of modalities in english as foreign language for students in indonesia,it cannot be denied that to most of the students particularly where this research is being carried out, the students awareness of the of modalality limits up to the use of those modal verbs in text ignoring the context. in other words, the ignorance of cultural use occurs in which in contrast, language use must take tense and aspect into consideration. by that reason, the need of teaching modalities further is the main concern as the aim of this research. 80 students of the english department of ikip mataram were involved as the subject of the research where formative assessment were found by applying “learning style” topic. it was implemented b means of preparing the questionnaire consisting of 1-10 with three-color-box (a,b,c) in which the students were asked to color the box with question mark inside where eventually it was found that the students’ diversity can be seen from their hobbies which they use as their learning styles. most of students love to do sport exercise, watch movie, listening to the music, travelling, reading novel, and singing. besides, it is also found that students are different in their learning style where some students prefer to learn by discussing, in peer, move around, learn in quite, or even to some of them, any situation things that can distract theirconcentration. in short, it can be concluded that the students are categorized as visual, auditory, and kinesthetic learners. keywords: diversity of learning, modality, intasc standards introduction teaching english needs to consider both linguistic and cultural elements of the target language. it then becomes problem among learners of the target language where, in this case, english, is the target language and it is not spoken as the first language among learners. consequently, lingustic element might be achieved a lot easier by the learners compared to the cultural elements, or even the problem faced to most learners is as they have to understand cultural element within linguistic elements. this research deals with a problem that modality competence journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 101 needs learners to understand the use of modal verbs within appopriate context because modality considers appropriate meaning from both speaker and hearer within appropriate usage as fasold and linton (2006) state that modality is generally defined by speaker’s attitude in expressing opinion about the world such as certainty, possibility, willingness, obligation, necessity and ability by using modal verbs and other expressions.while in linguistics, modality is considered as the structure that examine the state of matter which refers to the aspects of meaning that cause sentences to be about the fictional about the alternative possibilities for how things could be. hymes (1972, 1974) as quoted by krashen, et al (1990) also explains that the ability to speak competently not only requires knowing the grammatical rules of a language, but also what and how to say it in certain circumstances. in relation to this idea, it can be noted that modality also deals with what has been stated by hymes that is quoted by krashen, saying that modality concerns not only with the tense; how to construct the sentence using particular modal particles, but also the circumstances and to whom the sentence is written. this is also supported by bonyadi (2011) as quoted from palmer (2007) that as a semanticgrammatical category, modality concerns with the "status of the proposition that describes the event" expressed by an utterance. next to that, semantic and pragmatic considerations are also can be called as the terms having close relation to circumstances and to whom the sentence is delivered. due to the problem, various instructions in teaching modality needs to consider the need of the students in terms of their diversity of learning. eventually, diversity of learning needs to consider as the basis of creating further instruction regarding the leaners’ learning style in which it is expected that the level of learning can be raised as angus and olivera (2012) state that learners’diversity is aimed at getting to know learners’ need and strengths in which it can be utilized to differentiate instruction by carefully recognizing and drawing on students’ knowledge and skill. this research is aimed at knowing the students’ diversity of learning to achieved teaching and learning modality goal of making the class enjoyable for the students by considering their need and strength particularly their style of learning. by doing so, it is expected that students’ modality competence regarding the use of tense and aspect in their writing can be achieved. furthermore, it is also expected that by understanding the students’ learning styles, teachers will also keep on eyes thinking of their teaching styles asdamrongpanit (2013) states that the teachers should understand the teaching styles of themselves and should receive the proportion of students’ learning styles in the journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 102 classroom for designing their teaching process. regarding diversity of learning in this research, it belongs to the second standard core of interstate new teachers assessment and support consortium (intasc standards) core developed by ccsso team (2011) in which knowing the students’ diversity of learning as the basis for creating further instructions is one of the standard cores. basically, intasc has ten standard cores in which the cores are arranged in well-sequenced arrangement starting from finding the prior knowledge of the learners and finding the diversity of learning among learners before the cores are developed into the content knowledge and finished with the summative assessment and reflection for the enhancement of the teaching and processes. furthermore, students in the implementation of the whole standard cores are assigned to work collaboratively in group. by that reason, diversity of learning needs to take into account as the basis of knowing students’ diversity of learning from where collaborative learning will start regarding the learning style of the learners as angus and olivera (2012) state that learners’diversity is aimed at getting to know learners’ need and strengths in which it can be utilized to diffrentiate instruction by carefully recognizing and drawing on students’ knowledge and skill . besides, “learning styles play an important role in the lives of learners. when students recognize their own learning style, they will be able to integrate it into their learning process. as a result, learning process will be enjoyable, faster, and more effective” (hawkar, 2014, p.242). moreover, teachers should try to adjust their teaching styles so. okur and bahar (2010) also state the importance of investigating students’ learning styles before teaching as they state that concepts of learning styles were seriously investigated and tested. many years later, the learning styles for many theorists were proved in different context of education and continuously discussed. however, the educators and the researchers intended to keep an eye on learning styles and teaching styles on behalf of the key factors to indicate the success or failure of student’s learning. thus, there have been many research carried on understanding students’ learning diversity as it needs to take into account to get proper teaching styles in which consequently will lead both teachers and students to achieve the success of teaching process. regarding learning styles as part of students’ diversity in learning, there are three main learning styles; visual, auditory, and kinesthetic as elaborated by gilakjani (2012) as follow: visual learners think in pictures and learn best in visual images. they depend on the instructor’s or facilitator’s non-verbal cues such as body language to help with understanding. sometimes, visual journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 103 learners favor sitting in the front of the classroom. these individuals discover information through listening and interpreting information by the means of pitch, emphasis and speed. these individuals gain knowledge from reading out loud in the classroom and may not have a full understanding of information that is written. individuals that are kinesthetic learn best with and active “hands-on” approach. these learners favour interaction with the physical world. most of the time kinesthetic learners havea difficult time staying on target and can become unfocused effortlessly (p. 105-106). as one of the skills to improve in teaching and learning english, the concern of the appropriateness of a sentence in writing is considered to be the major concern. considering the appropriateness of a sentence as swann (2005) state that the linguistic and cultural elements of english must be taken into account in which this is also called as aspect of writing in which it constitutes register, including degree of formality, the personal voice and linguistic accuracy. next to that, the aspects of writing to consider in this research is closely related to the linguistic accuracy of a sentence. concerning linguistic accuracy, the sentence must consider syntactical, semantic, and also the pragmatic (cultural) aspect of its form. it will not be limited up to its syntactical construction in which chomsky proposed on his theory. it deals with modern syntactical construction in which all aspects mentioned are included. to be noted, writing in this research does not deal with the style and other aspects, but it deals with the competence of the students to write a good sentence. furthermore, writing class is taken based on the consideration that as a starting point of applying intasc model, writing is one of the skills in which the students will have more time to think about the correctness of their sentences instead of speaking class in which they have to speak directly without having time to think about a correctness of a sentence. intasc model is a model of teaching and learning english which stands for interstate new teachers assessment and support consortium developed by the council of chief state school officers is a nonpartisan, nationwide, non-profit organization of public officials who are working in developing teaching standards aiming at raising the level of learning in the classroom which consequently will improve the competence of the students. on the article written by henson (2009), it was stated that this model of teaching was established to provide support to new teachers and raise the levels of learning in u.s classroom. gilakjani (2012) carried his research on students’ learning styles in which it was expected that diversity of the students could be determined by their learning styles to increase faculty awareness and understanding of the effect of journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 104 learning styles on the teaching process. by providing the questionnaire to determine if their learning styles are auditory, visual or kinesthetic.the finding showed that iranian efl university students preferred learning style was visual. next to that, riazi and riasati (2007) conducted research on learning styles of iranian efl learners, they found that these students preferred to be actively engaged in class activities. they tended to have interactions with other students in the class. another research was also carried out by kassaian (2007) investigating the effect of two types of teaching methods on the retention of unfamiliar. sixty-six university students having either auditory or visual learning styles participated in teaching method environments which were either visual or aural. from the data analyses, it was found that: 1) the subjects with visual style of learning retained vocabulary items they had learned visually better than the items they had learned aurally, but the subjects with aural style of learning did not show better retention for items they had learned aurally, 2) all the subjects retained visually presented items better than aurally presented items in the immediate and delayed tests.. method this research deals with the implementation of standard 2 of intasc where this standard is aimed at getting more elaboration about personal information about students’ diversity in learning particularly it goes to deal further with students’ learning styles. in getting the clear picture of the students’ diversity in terms of their learning styles, “my learning styles” or which is also called as “brainbox” instrument was provided to 80 students of english. furthermore, the standard was implemented by means of preparing 10 questions in the form of “brainbox” questionnaire where the students were assigned to color the box. when coloring the box, the students were free to color more than one box. the result of the questionnaire is used as the basis to get clear elaboration of the students’ diversity of learning regarding their learning styles in which it is expected that the learning styles concerning on auditory, visual, and kinesthetic styles can be elaborated in details as one ways to create various proper instructions in teaching. finding and discussion by having 80 students involved, the students’ learning styles to show how they differ in learning regarding the three types of learning style can be elaborated as follow: most of students prefer to learn by discussing things and get involved in learning process where they do not journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 105 just sit on their chair. it means that teachers should find teaching instructions that can give more chances for the students to be more active where the students are the center of teaching-learning process (student center). when learning a new knowledge, students like to learn when the teacher explains how to do it and see the example. only a small number of students who prefer learning by getting on to the new skill learned. this result means that students have to be a facilitator and model for the students. they must be able to give the example for students and facilitate them in practicing the new skill/knowledge they learn. students who like to learn by acting out the story is more than them who prefer to learn by listening to or see a comic strip of a story. there are 46% of students who like to act out the story, while listen and see a comic strip are 26% and 28%. more than half of students (51%) are good at learning language, while 25% of them are very good. this data means that 76% of students will understand the language learned easily. this fact means that teachers should be more focus on 24% students who claimed themselves as not good at learning language. the result of this analysis tells the teachers that they will not find significant difficulty in teaching language. there are 43% students prefer teachers who use media to show them things they learn, 43% students prefer to learn when their teacher have them do things in class which means that students will be more active. this result means that when teaching, teachers can use media to give example to students and then have them do the activity based on the topic learned that day. explaining too much is not needed since the students do not prefer learning by listening to the explanation which can make students feel bored and not interested in learning. 34% students get trouble in talking, 28% in memorizing, and 38% in writing. this percentage means that students have different problems in learning. some students have more than one problem in learning. it means teachers should be able to find various instructions that can enhance students’ speaking, memorizing and writing at the same time. creative teaching instructions are much needed that students could reduce their problem in learning. this question asked students to tell the things that they like to do in their spare time. it is found that 36% of students like to watch television/ movie, 42% like to listen to the music and chat, while 22% of students like to go travelling and shopping. this result gives information for the teachers that when making teaching material, they can use song lyric, movie script, or the other things related to what students like to do at their spare time. it helps teacher to make students enjoy the learning process since they can do their hobby journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 106 while learning. so, the students will not get bored in learning. in learning process, 33% of students prefer learning alone, 26% learning in peer, and 41% learning in group. it means not all students like to learn in group. this percentage informs the teachers that knowing students’ different learning style is very important that they can use different approach to students based on their learning style. teachers can use more than one teaching approach in class depends on the diversity among students found. 14% students can learn when it is noisy, 44% learn when it is quite, and 42% learn in any situation. since students have different learning style in terms of situation, teachers should be able to create teaching atmosphere that is effective for all students without disturbing each other. 27% of students get distracted when someone come in to the class, 45% students get distracted when they hear something happening outside, and 28% students lose their concentration when they sit for a long time. this result means that teachers must be able to find ways to keep students focus on their learning process without feeling distracted by anything that can lose their concentration in learning. this research is in line to what gilakjani (2012) carried on his research in which both galakjani’s and this research deal with learning styles where questionnaire was provided as the instrument. over 100 students completed a questionnaire to determine if their learning styles are auditory, visual or kinesthetic and he found: “iranian efl university students preferred learning style was visual. the purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. a review of the literature will determine how learning styles affect the teaching process” (p. 104) this research is also in line to what riazi and riasati (2007) and kassaian (2007). in short, it can be noted that there are some current research carried regarding the urgent need of concerning on students’ diversity regarding their learning styles as the step to understand more about the students’ need and preference in learning to get clear and details media of teaching as supported by kabayadi (2007) that alike students, each teacher could express many ways for their teaching, but the only way or style always employed and helped their students to achieve the learning target effectively. conclusion various learning styles were elaborated regarding the learning style of the learners and it can be concluded that from “my learning style” as the instructions provided, it was found that the students’ diversity of learning can be seen from both the journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 107 instruments thy prefer to learn and also from the way they prefer to learn. once again, it needs to point out that the writing of this article does not aim to do the assessment of students’ competence, but it is one of the very crucial ways to assist teachers in creating various further instructions aiming at enhancing the teaching of learning processes particulalry to assist the students to get their mdality competence, in which eventually can assist them to get their communicative competence of english regarding both tense and aaspect of the language as the target language. it is also expected that teachers could take an advantage from this research to consider the importance of having to know more about diversity of learning of their students. in other words, it can be noted that future teachers can take benefit by means of getting more information about the students before they even steps foot inside their classroom, which can lead them vary their instruction to meet best teaching strategy or even particularly their teaching materials. references bonyadi, alireza. (2011). linguistic manifestations of modality in newspaper editorials. international journal of linguistics. issn 1948-5425 2011, vol. 3, no. 1: e30. ccsso team. (2011). a resource for ongoing teachers development. intasc model core teaching standards and learning progression for teachers. retrieved april from http://.ccsso.org/.../2011/intasc_model_core_teaching_standards_2011.pdf. damrongpanit, suntonrapot., reungtragul, auyporn. (2013). matching of learning styles and teaching styles: advantage and disadvantage on ninth-grade students’ academic achievements. academic journals. vol. 8(20), pp. 19371947. doi: 10.5897/err2013.1583. fasold, w. r., & j. connor-linton. (2006). an introduction to language and linguistics. cambridge: cambridge university press. hawkar, akram, awla. (2014). learning styles and their relation to teaching styles. international journal of language and linguistics.vol. 2, no. 3, 2014, pp. 241-245. doi:10.11648/j.ijll.20140203.23. henson, ken. ( 2009). making the most of intasc standards. srate journal.18 (2) , 34-40. kabadayi a. (2007). analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in turkey. early child development and care. 177(3):275-293. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 108 kassaian, z. (2007). learning styles and lexical presentation modes. estudios de linguistic. krashen, d, stephen., andersen, s, elaine., scarcela, c, robin. (1990). developing communicative competence in a second language. series on issues in second language research.usa: heinle and heinle publishers. okur m, bahar hh. (2010). learning styles of primary education prospective mathematics teachers; states of trait-anxiety and academic success. procedia social and behavioral sciences. 2:3632-3637. swan, m. (2005). what is grammar? in beaven, b (ed.), (2005). iatefl. cardiff conference selections: 60-61. r. angus., & l. c. de oliveira. (2012). diversity in secondary english classrooms: conceptions and enactments. retrieved from: http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4art1.pdf riazi, a., & riasati, m. j. (2007). language learning style preference: a students’ case studyof shiraz efl institutes. asian efl journal, 9(1), 6. gilakjani, pourhossein, abbas. (2012). visual, auditory, kinaesthetic learning styles and their impacts on english language teaching. journal of studies in education. vol. 2, no. 1, (104-113). doi:10.5296/jse.v2i1.1007. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4art1.pdf journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 134 the effectiveness of using word map technique in teaching vocabulary at third grade students of ikip mataram in academic year 2015/2016 terasne (1) (terasne@gmail.com (1) ) faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract this research aims to find out the effectiveness of using “word map” technique in teaching vocabulary at third grades students of ikip mataram in academic year 2015/2016?”. this was a quasi experimental research. the sample of this research was two classes, they were a class and b class in which consist of 39 students. it takes by using cluster random sampling. the sample of the research divided into two groups namely experimental group and control group. experimental group was taught by word map technique and control group was taught by three phase technique. the design of the research as follow: pre-test, treatment, and posttest. the instrument was multiple choices test consist of 25 items for right answers was 4 for each item. then, for all right answer ranged 100 for the highest and for the lowest was 0. based on the data analysis it was found that t-test score was 7.743 and t-table was 1.668. the result showed that the value of t-test was highest then the value of t-table. so, it conclude that there was significant effect of word map technique in teaching vocabulary at third grades students of ikip mataram in academic year 2015/2016. keywords: teaching, vocabulary, word map introduction language is the most important aspect in human interaction. peoplecommunicate and interact with each othersby using their own languages. one of thelanguage uses is english. it becomes aninternational language. most of thecommunity use english to communicatewith others who have different language. that is why english language is veryimportant to be taught and learned by thestudents. there are four skills; listening,speaking, reading, writing in english as aforeign language. in english teaching, those skills must be served integrated asmuch as possible. one of the mostimportant elements must be mastered bystudents are vocabulary. because, it isimpossible for the people to be able tomake sentences or utterances englishwithout mastering enough englishvocabulary. adil alkhufaisi (1984:42) says that“one thing that is very fundamental foreveryone to know in learning english is tomaster vocabulary”. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 135 before concentratingon the other of english skills, basically,learning vocabulary is easy butteacher realizes that many students still have problem in increasing and mastering vocabulary. it caused the people who study english cannot understand the meaning of the words. it is very impossible to the students to read english with good pronunciation and fluently. this phenomenon faced by researcher during teaching english at ikip mataram, some of students found the difficulty words in mastery vocabulary. above is evident emerged at the third grade students of ikip mataram they still difficult in english especially in vocabulary. those problem frequently found is that their native language it make them difficult to use the foreign language. besides, there no single technique was perfect that why the researcher would like proof the word map technique in teaching vocabulary. so researchers were conducted an experiment research entitled “the effectiveness of word map technique in teaching vocabulary at third grade students of ikip mataram in academic year 2015/2016” based on the description above, the problem statement of the research was formulated as follow: “is there any effect of word map technique in teaching vocabulary at third grades students of ikip mataram in academic year 2015/2016?” the scope of this study was limited to the effectiveness of “word map technique” in teaching vocabulary at the third grade students of ikip mataram in academic year 2015/2016. literature review a. theoritical review 1. definition of vocabulary vocabulary is knowledge of words and word meanings. according to thornburry (2006: 240), vocabulary describes that area of language learning that is concerned with word knowledge. however, vocabulary more complex than definition suggests. the first, words come in two forms: oral and print/written. oral vocabulary includes those words that we recognize and use in listening and speaking. print/written vocabulary includes those words that we recognize and use in reading and writing. the second, word knowledge also comes in two forms, receptive and productive. receptive vocabulary includes words that we recognize when we hear or see them, and productive vocabulary includes words that we use when we speak or write (kamil & hiebert, 2005: 4). from the above theories, it can be concluded that vocabulary is one of aspect of language that is study about the meaning of each word, and how the word are used in sentence context, recognize and memorizing the meaning of words and understand in used. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 136 2. teaching vocabulary (how to present vocabulary) according to thornburry (2002: 75), there are some ways in teaching vocabulary: a. presenting vocabulary. it means the teacher has decided to teach a related set of words. for example, items of clothing: shirt, trouser, jacket, shock, dress and jean. the teacher has number of options available. firstly, there is a question how much word to present. this will depend on the following factors: 1)he level of the learners (wheter beginners, intermediate, or advanced)2) the learners‟ likely familiarity with the words (learners may have met the words before eventhough they are not part of their active vocabulary)3 )the difficult of the items (wheter, for example, they express abstract rather than concrete meanings, or wheter they are difficult to pronounce. 4) the ability‟(whether, for example, they can easily explained or demonstrated) 5) whether items are being learned for production (in speaking and writing) or for recognition only (as in listening and reading) futhermore, the number of new words presented should not overstretch the learners‟ capacity to remember them. nor should the presentation extend so far into the lesson that no time is available to put the words to work. b. using translation translation has been the widely used means of presenting the meaning of a word in monolingual classes. translation has the advantage of being the most direct route to a words meaning. assuming that there is a close match between the target word and its l1 equivalent. it is therefore very economical, and especially suitable for dealing with incidental vocabulary that may crop up in a lesson. however, as we have seen, an over reliance on translation may mean that learners fail to develop an independent l2 lexicon, with the effect that they always access l2 words by means of their l1 equivalent, rather than directly. also, because learners don‟t have to work very hard to access the meaning, it may mean that the word is less memorable. c. how to illustrate meaning it means how to illustrate ordemonstrate word to translate. the use of realia, picture, anddemonstration. it is an alternative way in translation and also it is an obvious choice if presenteing a set of concrete object (called realia) or picture or mime. d. how to explain meaning it means how the teacher explains the meaning of the word,such as by giving the definition ofthe word. an alternative way ofconveying the meaning of a newword is simply to use words andother words. this is the principlebehind dictionary definitions. nonvisual, verbal means of clarifyingmeaning include 1) providing an example situation 2) giving several examples of sentences journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 137 3) giving synonyms, antonyms, or superordinate terms 4) giving a full definition. all of the above procedures can be used in conjuntion, and also in combination with visual means such as board drawing or mime. although a verbal explanation may take a little longer than using translation, or visual or mime the advantages are that the learners are getting extra free listening practice and by being made to work a little harder to get to the meaning of a word, they may be more cognitively engaged. 3. assessing vocabulary thornburry (2002: 135) says that an alternative approach is to evaluate the data quantitatively that is, using objective and measurable criteria. three aspect of vocabulary knowledge that are measurable quantitatively are: 1. lexical density lexical density is a measure of the proportion of content word in a text. content words as opposed to funtion words that are words that carry a high information load, such as noun, adjective, and verb. written text that contains a high proportion of such words is characteristic of proficient writers. based on related literature and its then connect with the hypothesis. therefore, the writer states two hypothesis statements: 1. alternative hypothesis (ha): word map technique is effective in teaching english vocabulary at the third grade students of ikip mataram in the academic year of 2015/2016 2. null hypothesis (ho): word map technique is not effective in teaching english vocabulary at the third grade students of ikip mataram in the academic year of 2015/2016. method a. research design the researchers in this research used quasi experimental design by using pre testand post test control group.. experimentalgroup was treated by word maptechnique and control group will betreated by three phase technique. thedesign of the research was follow: table 01 the scheme of research sample experimental group control group pretes x1 x3 treatment x(word technique) x (three phase technique) post test x2 x4 where: x= pre-test for experimental group x1 = post-test for experimental group x2 = pre-test for control group x3= post-test for control group x4 = treatment the result of the different treatment was analyzed and compared using statistical computation b. population and sample 1. population according to sugiyono (2013: 80) population is a generalizing area which consists of: object/subject that journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 138 has certain quality and characteristicdetermined by the researcher to be learned and then concluded. the population of this research was all the third grade students of ikip mataram in the academic year 2015/2016, which consists of 6 classes, students the total number of students was 158 students. 2. sample the number of classes for the second year is 6 classes and it consists of 158 students in total. therefore the researchers used cluster random sampling technique; it takes two classes as the sample for this research. the researcher used lottery and the two classes that popped out were a and b class. a class was experimental group and b class was the control group. c. research instrument only one type of instrument was used in this research. it was multiple choice tests which consist of 25 items for both experimental and control group. 25 items for the multiple choice tests covered three aspects in vocabulary; form, meaning and function. d. techniques of the data collection the researcher used 2 kinds of tests to collect the data. the pree-test and posttest, it was administrated to both experimental group and control group. 1. the pre-test was conducted before giving the treatment as the instrument to measure the students‟ ability in vocabulary at the third grade students of ikip mataram in the academic year 2015/2016. 2. the post-test was conducted after the treatment was given to both control and experimental group. e. techniques of the data analysis for that, the writer will use two steps in analyzing the data, they are: 1. descriptive statistics is used to display the important features of the data. the most commonly used measures of central tendency are mean, mode, median, and standard deviation after that, the formulae below will be used to precede the data score in descriptive statistics to know the mean, mode, median, and standard deviation: a. calculating the mean score of experimental and control group by using formula (pre-test and posttest): experimental group: control group: where: x1 = mean score of the experimental group x= mean score of the control group ∑x2 = the total students scores of experimental group journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 139 ∑x1 = the total students scores of control group n2= the total number of finding before giving different treatment for both experimental groupand experimental group treated by“word map technique” and controlgroup was treated by “threephasetechnique”, the first one was preetestwas given. the result of preetest can beseen on the table below: table 4.2 description analysis pree-test of experimental group 38 46 30 50 28 58 28 38 40 50 48 30 44 32 46 36 40 36 36 1.the highest score was 58 2.the lowest score was 38 3.range (r) 58-28 = 30 4.the number of class is 1+ (3.3) log n = 1+ (3.3) log 19 = 1+ (3.3) (1, 2787)= (5.21 971) 5. interval = 30/5= 6 use was table 4.5 description analysis pree-test of control group 30 40 30 32 12 22 36 30 10 34 24 20 38 40 28 32 38 42 24 1. the highest score was 42 2. the lowest score was 10 3. range (r) 42-10 = 32 4. the number of class was 1+(3.3) log n = 1+(3.3) log 19= 1+(3.3) (1,2787)=(5.21971) 5. interval = 32/5= 6,4use was 6 table 4.9 description analysis posttest of experimental group 52 58 46 62 46 72 42 58 48 70 58 62 48 56 50 50 46 50 50 1. the highest score was 72 2. the lowest score was 42 3. range (r) 72-42 = 30 4. the number of class was1+(3.3) log n = 1+(3.3) log 19 = 1+(3.3) (1,2787)=(5.21971) 5. interval = 30/5= use was 6 table 4.12 description analysis post-test of control group 30 42 34 42 24 28 26 36 26 36 34 20 40 40 28 34 38 46 22 1. the highest score was 46 2. the lowest score was 20 3. range (r) 46-20 = 26 4. the number of class was 1+(3.3) log n = 1+(3.3) log 19 = 1+(3.3) (1,2787)=(5.21971) 5. interval = 26/5= use was 5 based on the data above, it shows that the hypothesis of this research was value of t-test < value of ttable at significant level of 0,05% with 19 subjects for both of the classes. the result of t-test: 7.743< t-table: 1,688. the mean score of experimental group who was taught by word map technique was highest than the control group who taught by threejournal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 140 phase technique and has significant difference from both of them. it shown that the result of mean score for experimental group and control group was 7.743<1,668. so, it concluded that the word map technique was effective in teaching vocabulary; it means that the alternative hypothesis was accepted. discussion in this research the researcher appliedthe word map technique in teachingvocabulary at the third grade students of ikip mataram which used quasiexperimental design, then the researcheraimed to find out whether the use of wordmap technique is effective or not inteaching vocabulary. this research aims tofind out the effectiveness of using “wordmap” technique in teaching vocabulary atthird grades students of ikip mataram inacademic year 2015/2016?”. this was aquasi experimental research. the sampleof this research was two classes, they werea class and b class in which consist of 39students. it takes by using cluster randomsampling. based on the data analysis it wasfound that t-test score was 7.743 and ttablewas1.668.theresultshowedthatth evalueof t-test was highest then the valueof t-table. so, it conclude that there was significant effect of word map technique in teaching vocabulary at third grades students of ikip mataram in academic year 2015/2016. table 4.15 comparison of value t-test and ttable t-test t-table 7.743 1.668 therefore, the hypothesis could be concluded that the alternative hypothesis “there were positive effect of teaching word map technique towards the students‟ vocabulary” it was accepted and the null hypothesis “ there is no positive effect of teaching word map technique towards the students vocabulary was rejected. so, finally teaching word map technique is effective towards the students‟ vocabulary at the second grade students of at third grade students of ikip mataram in academic year 2015/2016. conclusion after conducting this research, the writers conclude that the difference scores between experimental group and control group was significant. it shows that the result of score for experimental group was highest than control group. it means that, there was positive effect of word map technique in teaching students vocabulary and for the alternative hypotheis (ha) was accepted, in the mean while, the null hypothesis (ho) was rejected. so, the word map technique was effective in teaching vocabulary at the third journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 141 grade students of ikip mataram in academic year 2015/2016. suggestion for the suggestion, the researchers give some suggestion for who teachers or someone who want to apply the word map technique in teaching vocabulary. first the teachers or lecturers must be creative in teaching vocabulary especially in chosen the techniques. for example, in creating word map by means of the teachers should give more attention to their students‟ progress in mastering vocabulary it is a kind of support in encouraging their learner in a desire to learn. second, the teachers or lecturers should give their students to show them the best word maps like what the researcher uses, it was colorful and uses much pictures and graphics because teaching vocabulary referred to by different names, such as semantic mapping, concept mapping, and word clusters. third, the teacher or lectured should be able to the nature of vocabulary instruction, the learning outcomes 142 references al-khufaisi, adil. (1988). a vocabulary building program is a necessity not luxury english teaching forum. briggs. harmer, jeremy. (2001). the practice of english language teaching (third edi). england: longman pearson. hiebert, e.h & kamil, m.l. (2005). teaching and learning vocabulary. london: lawrence erlbaum associates. hornby. (1995). oxford learner dictionary of current english. london oxford: university press. hughes, arthur. (1998). testing for language teacher. new york: cambridge university press. istarani. (2011). innovative learning model 58 reference teacher in determining learning model. terrain: media persada. kothari, c.r. (2004). research methodology method & technique. india: new age international (p) limited publisher. miller, steve. (2005). experimental design and statistics (second edi). london and new york: routletge international thomson publishing company. rosmiati. (2013). the effectiveness of using coloring pictures on english: an experimental study at the fifth grade students of sdn 47 cakranegara in academic year 2012/2013. unpublished thesis: ikip mataram. sugiyono. (2013). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. terasne., & sumarni.bq. (2015). improving students vocabulary through word map. jurnal kependidikan. thornbury, scott. (2002). how to teach vocabulary. england: person education limited. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 87 think-pair-share strategy in teaching reading at the second semester students of ikip mataram i made permadi utama (1) (permadi_utama@yahoo.co.id (1) ) faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract this research was aimed to find out the effectiveness of using think pair share (tps) strategy in teaching reading at the second semester students of ikip mataram. research design was quasi-experimental with nonequivalent control group design. the sample of the research was 79 students and it was taken by using cluster random sampling technique and the data gathering used multiple choice items that consist of 20 items. the data analysis used t-test formulation. based on the data analysis, t-test score was 1.804 and t-table 1.664 with signification level 5% and degree of freedom n – 2 = 79 – 2 = 77. it means that ttest was higher than t-table (1.804 > 1.664). therefore alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. so, there was significant effect of using think pair share (tps) strategy in teaching reading at the second semester students of ikip mataram. keywords: think pair share (tps) and teaching reading introduction reading is one of four english skills that is taught at english department in ikip mataram. the goal of reading skills can increase student’s achievement and knowledge, moreover, in english reading the students have to get of best indicators of reading that is the students can find general ideas in the general subject of a written passage, main idea of the paragraph, to find detail information, explicit information its mean the information that express on the text, to find the implicit information etc. the students will be easily to answer the questions whenever the teacher giving some question if the students understand about indicators of reading. however, most of the students are still confused in determining main idea of the paragraph, the topic, explicit and implicit information, detail information, spesific informaion, and making reference. so, when the teacher ask some questions after read a text oftentimes the students giving wrong answer because it is not so easy for student to answer the questions about reading. based on the problems above, the writer intends to apply the think pair share strategy in teaching reading to the students. think pair share becomes a strategy which facilitates the students to solve their problems in reading. frank lyman (1981) purposes that this strategy in order to solve or at least to minimize students’ problems in the classroom. think pair journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 88 share strategy can guide the students to think individually about a topic or answer a question about an assigned reading and share their ideas with classmate. discussing the answers from some questions with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.. review of related literature reading comprehension according to johnson (2008: 4) reading is the act of linking one idea to another. putting ideas together to create a sensible whole is the essential part of reading. it is not necessary to know every word in order to read. in additional, reading is not an isolated process four language processes work together to enhance the development of each others: listening, speaking, reading, and writing (johnson, 2008: 7). from the theory above, it can be concluded that reading is a complex process, an interactive process of a fundamental purpose, not a random process, an action related to one idea and the other idea and it is a whole process that can form a meaning. according to broughton, et al (2003: 89) reading is a commonplace of teacher education that teachers tend to teach by the methods which were used by the teachers who taught them. there is no language teaching field that can not involve reading skills. it is probably for this reason that the procedure of reading round the class has been perpetuated, though anyone who considers it seriously, even briefly, it contributes to new learning, or of pupil participation, or of communicative function, realizes very quickly that it is a singularly profitless exercise. furthermore, verhoeven and leeuwe (2008: 409) state reading is an active cognitive process of interaction with print and monitoring comprehension of establishing meaning. reading comprehension is defined as the product of word decoding and listening comprehension in reading, the students get information by comprehending the message. to comprehend and remember what one reads is the purpose of reading (p. sorqvist, et al, 2009: 68). reading comprehension occurs when students are read what they want to read, or at least what they see some good reasons to read. to be successful reader are not easy as it is expected because in reading process, the students are not only read but also think the meaning of the words and comprehend content of text that they read. the students will never read efficiently unless they can adapt their reading speed and technique to their aim when reading. by reading all texts in the same way, students would waste time and fail to remember points of importance to them because they would absorb non-essential information. it is important for journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 89 readers to use appropriate reading techniques. think pair share think pair share is a strategy involves three step cooperative structure. it is a learning strategy developed by frank lyman (1981: 109) and associates to encourage student classroom participation. think pair share strategy is designed to give students the an opportunity to think the answers or solution of the problems that have been given by teachers by providing time and opportunity, so that students can think of certain ideas that enable them to formulate individual ideas and share the ideas with classmate. there are four major steps in think-pair-share, the first is teacher give a problem or poses a question. in this step, the teacher begins the discussion with thought in provoking the question for all of the class. the teachers can give the question or the problem directly and then as to the students to find out the solution of the problem or the answer of the question. second, students think individually. the students have to understand about that although there may be no one right answer. these steps it’s very important for everyone because it’s come up with reasonable answer based on the question related the topic. third, each student discusses their answer with the partner. every student has to know a change to find out the possibilities. all of the pair in the class can formulate a common answer based on their collective insight to some possible resolution. the last, all of students share their answer each other’s. in the final steps, students can present solution or answer individually or in group to the class. the pair of students has constructed display of their answer. method this research conducted by using quasi experimental design with nonequivalent control group design, by giving different treatment between the experimental group and the control group. the design of the research as follows: the pre-test-post-test control and experimental group design group pre test treatmen t post -test eperimenta l control o1 o3 x1 (tps) x2 (direct o2 o4 reading) note: x1: the treatment using think pair share (tps) x2: the treatment using direct reading o: the process of observation or measurement to collect the data, pre-test is given before treatment; experimental group is taught by using think pair share and control group is taught by using direct reading. in giving pre test, students are given multiple choice tests to know the student's journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 90 reading ability before being given treatment. after treatment was given to the experimental group and control group, the writer conducted a posttest. the instrument was designed to measure the results of the treatment, whether there is a significant difference between the experimental group and the control group. finding and discussion the discussion of the study deals with analysis hypothesis. the data of experimental group shows the highest score was 80 and the lowest score was 64 and the total score of post-test was 2696, while in control group, the highest score was 72 and the lowest score was 36 and the total score of post-test was 2332. based on the computation to determine the mean score of deviation for both groups, the writer found the mean score of deviation for experimental group was 69.128 and the mean score of deviation for control group was 58.3. the final computation was t-test, it shows t-test was higher than t-table (1.804>1.664) with the standard of significant 5%. in addition, the degree of freedom (df) = n1 + n2 – 2 = 39 + 40 2 = 77. so, the df in this study is 77, and the value of t-table (tt) from df 77 was 1.664 for confidence level of 0.05, the writer found that t-test was higher than t-table. because of ttest > t-table, so the alternative hypothesis is accepted. it means that, there is significant effect of using think pair share strategy in teaching reading at the second semester students of ikip mataram. in teaching english especially in english reading, think pair share strategy take a part in improving students’ participation. think pair share strategy suggests the teacher begin the discussion with thought in provoking the question for all of the class. in this case, the teachers can give the question or the problem directly and then the students have to find out the answer or the solution of the problem so that it will improve the students’ curiosity. the questions that were given directly to the students could construct students’ idea in solving or answering the problem. students think individually, these steps help the students because the students have to understand about that although there may be no one right answer. this will make the students to be active individually, while the teacher's role is as a motivator and facilitator of learning. the students can find their answers actively from the problems or questions that were given by the teacher. each student discusses their answer with the partner. every student has to know a change to find out the possibilities. all of the pair in the class can formulate a common answer based on their collective insight to some possible resolution. students will communicate, work in pairs and discuss ideas. in this case, the journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 91 students are not in competition but the students who have high ability to share with students who have less ability. all of students share their answer each other’s. students can present solution individually or in group to the class. in this case, the students will present their answers that have been discovered based on their own understanding and their assistance or additional information they get from the share process. conclusion and suggestion think pair share strategy can improve students' ability to recall the information, a student can learn from other students as well as mutual to convey his ideas to be discussed before it is delivered to the class. think pair share strategy can helps students develop conceptual understanding of a topic, develop the ability to filter information and develop the ability to consider other points of view. moreover, it creates strong friendship connections, supported first language skills, improved classroom environment and student attitude, encouraged leadership skills and teamwork. in addition, it creates a comfortable non-stressful environment for learning and practicing reading english. it helps students to learn more, have more fun, and develop many other skills such as learning how to work with one another. think pair share strategy that were used in this research gave a significant contribution to the student’s ability in reading and teaching reading. so, the students who want to study reading english text, they should pay attention on reading passage and then answer. the students should know the main idea of the paragraph, the topic, explicit and implicit information, detail information, spesific informaion and making reference. moreover, teaching strategy in teaching reading is very necessary at the college level, the suitability of the teaching strategy is needed to improve students' ability in reading. references broughton, g. et al. (2003). teaching english as foreign language. taylor: francis e-library. johnson, p. a. (2008). teaching reading and writing a guidebook for tutoring and remediating student.united states of america: rowman& littlefield publishers, inc. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 92 lyman, f. t. (1981). the responsive classroom discussion: the inclusion of all students. in a. anderson (ed.), mainstreaming digest (pp. 109-113). collage park: university of maryland press. sorqvist, patrik., halin, niklas., & hyggy, staffan. (2009). individual differences in susceptibility to the effects of speech on reading comprehension. appl. cognit. psychol. 24: 67–76. verhoeven, ludo., & leeuwe, van jan. (2008). prediction of the development of reading comprehension: a longitudinal study. appl. cognit. psychol. 22: 407–423. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.119-124 doi:10.33394/jo-elt.v7i2.3187 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 119 applying circle game to enhance students’ speaking skill #1 putri denaya side ayu, *2 heri hidayatullah, *3 sri ariani #1 english student, fbmb, undikma, indonesia *2 english lecturer, fbmb, undikma, indonesia *3 english lecturer, fbmb, undikma, indonesia corresponding author email: puteydenaya69@gmail.com a b s t r a c t s a r t i c l e i n f o this collaborative classroom action research aimed at enhancing students’ speaking skill through the application of circle game. it was conducted in one cycle consisting of two meetings. the subject was the seventh of c class of smpn 2 alas barat consisting of 22 students. the types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). the results qualitatively showed that the implementation of circle game enhanced the students’ speaking skills. such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. in the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). in conclusion, the use of circle game can improve students’ speaking skill. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: circle game, speaking skill, how to cite: ayu, p., hidayatullah, h., & ariani, s. (2020). applying circle game to enhance students’ speaking skill. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 119-124. doi:https://doi.org/10.33394/jo-elt.v7i2.3187 introduction the ability to communicate thoughts, opinions, feelings, and ideas to others takes an important role in the digital era. therefore, the ability to use the appropriate word, stressing and intonation, grammar forms, an appropriate lexicon that is comprehensible for the listeners, gestures or body language, and rate of speech are required (utama, 2019). next, the spoken skills is supposed to be paramount as a link in the process of students' learning and thinking development (bertram, 2002). observation and interview conducted at smpn 2 alas barat reported that the students’ speaking skills were relatively low. afraid of making mistakes and low confidence in expressing ideas and opinions challenged them. besides those two factors, low vocabulary mastery, as well as its pronunciation and poor grammar competence, also happened on them. due to it was no doubt that the classroom seemed to be gravery because they preferred to be silent and not fully participated in activities. in addition, during the activities, they were less motivated, monotonous nuance, and less fun learning activities. all in all, it could be concluded that the students’ speaking skills were supposed to be far from expectation. to solve such problems, the use of circle game might be effective since it would help them solved the whole problems found in the preliminary research. mailto:puteydenaya69@gmail.com ayu applying circle game to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 120 research method research design in accordance with the scope of the problems that happened, a collaborative classroom action research would be a suitable research design. according to burns (2010) states “action research is a self-reflective, systematic, and critical approach to an inquiry by participants who are at the same time members of the research community”. it aimed to identify problematic situations or issues considered by the participants to be worthy of investigation to bring about critically informed changes in practice. in other words, its central idea is to solve the problematic situation and to bring about changes and better improvements in practice. in this current study, the researchers directly participated in the process to solve the existing problems. the kinds of data were qualitative and quantitative. the former was in the form of a description dealt with the process and it administered field notes and an observation checklist. on the other hand, the latter was administering the speaking tests. there are four steps in conducting this kind of research as suggested by kemmis and mctaggart (1988) namely planning, acting, observing, and reflecting. the detailed steps can be seen in figure 1. figure 1. cycle model research subjects the research took place in smp negeri 2 alas barat. it is located in the countryside and close to the ricefields or agricultural area. it had 12 classes and each class consisted of 30 to 36 students who came from low to middle-economic backgrounds. the total number of the students was 398 spread in vii (128), viii (129), and ix (141). the school employed 31 teachers and 2 counseling teachers. this study was conducted at the second semester of the academic year of 2019/2020. starting from the preliminary observation to the implementation of circle games. instruments instruments administered to obtain data in order to make them systematic and eas y (arikunto, 2006) were tests, observation checklist, field notes, and documentation. the first instrument was used to find out the students’ speaking ability after applying the circle game. however, those three instruments aimed to get data on the teaching and learning process function to support the findings on the tests. data analysis the data obtained from the whole instruments were analyzed by the researchers. next, the qualitative data which was in the form of a description of the teaching and learning process followed several steps as suggested by burn (1999). the steps could be seen in table 1. ayu applying circle game to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 121 table 1 the steps of analyzing data qualitative data 1. assembling the data the researcher looked for broader patterns, ideas, or trends that seem to answer the question. 2. coding the data the researcher managed the data into more specific patterns by labeling or giving codes. 3. comparing the data after the coding was completed, the patterns were completed to different sets of data. 4. building meanings and interpretation the researcher interpreted the data based on the previous steps o make some sense of the meaning of the data. 5. reporting the outcomes this process was emphasized on how the data would be presented to the other. the analysis of quantitative data used descriptive analysis in the form of the mean score by which the students’ scores in pre-test and post-test were compared to see the improvements. the minimum passing criteria or kkm (kriteria kelulusan minimal) for each student was ≥70. in other words, the students got the kkm, the research was supposed to be successful. however, when they did not reach it, they did not pass the kkm and the research was unsuccessful and ought to continue to the next cycle. research findings and discussion qualitative findings in the speaking test, some students were hesitant to speak as they were not confident and felt afraid to make mistakes. they tended to rely on their notes and even just read aloud the monologue. their dictions were also limited. most of the utterances were grammatically incorrect and most of the words were pronounced incorrectly. besides, their utterances were not linked to one another perfectly. through the implementation of games, the students’ speaking abilities were improved. the improvements were revealed from the result of the students’ performances in the posttest. in the post-test, their grammatical mistakes were reduced and their pronunciation also got better. their vocabulary mastery was also varied. the students were more confident and fluent in delivering the monologue. some of them were able to use facial expressions and gestures. in addition, the delivery of the monologue was equipped with connectors which linked their ideas well and some strategic devices were applied during the performance to maintain the process of communication, such as pauses, fillers, and self-corrections. quantitative findings after the game had been applied, a test was administered to measure the students speaking skills. the result of the test is detailly displayed in the table 2. ayu applying circle game to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 122 table 2 the result of the test pre-test post-test students score students score 11 70-73 7 70-73 4 74-77 4 74-77 3 78-81 6 78-81 2 81-84 3 81-84 2 84-89 2 84-89 there were 22 students who did the speaking test. the result showed that all students got score ≥ 70 for both tests. in the pre-test, they, 11 students, got score ≥70 and in the posttest, they, 7 students got score ≥ 70. it meant that there was an increase of the students’ score in the post-test. next, there were 4 students who got score ≥ 70 for both tests by which there were 3 students got score ≥ 70 in the pre-test and there were 6 students got score ≥70. in other words, there was an improvement in the post-test. further, in the pre-test there were 2 students got score ≥70 and in the post-test, there were 3 students got score ≥ 70 which meant that there was an increase in the post-test. at last, there were 2 students who got score ≥ 70 in the pre-test or post-test. all in all, the mean score in the pre-test and post-test are presented in the table 3. table 3 mean score in the pre-test and post-test test frequency mean score pre-test 22 75.75 post-test 22 77.34 table 3 showed that the mean score of the post-test was higher than the mean score of the pre-test. in the pre-test, the mean score was 75.75 and in the post-test, the mean score was 77.34, which meant there was a 2% increase from pre-test to post-test. so, it it could be concluded that there was an improvement of students speaking skill. discussion as the plans had been implemented in the actions in the cycle, the researcher, and the students had a discussion. it was to reflect on the actions based on the actions and observation filled by the students after the end of the cycle. this study was begun on april 8 th , 2020 and ended on april 15 th , 2020. it was aimed to improve the speaking skills of the students of smp n 2 alas barat through circle games. all of the actions had been conducted in the cycles. based on the result of the actions in the cycle, the research agreed to discontinue the research up to this cycle. the implementation of the game and the complementary actions were successfully accomplished and the objective of the research had been achieved. the research findings would be inferred from the qualitative and quantitative data gathered during the research. the qualitative data are from the observation of the teaching and learning process. while the quantitative data are derived from the speaking scores of pretest and post-test. presented the following changes as a result of the cycle. in the cycle, the implementation of circle game in the teaching and learning process of speaking was successful. the games attracted the students’ attention during the teaching and learning process. besides, they also motivated the students to speak up as they provided illustrations and concrete ideas. ayu applying circle game to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 123 the game-based activities implemented in the cycle were effective to improve the students’ speaking ability, which includes fluency, pronunciation, grammar, and vocabulary. the students were still confused about how to describe something. after having some practices focusing on the use of describing something with playing the game, the students got more understanding. their grammar knowledge was improved. the activities using games provided fun learning activities and gave more chances to the students to practice speaking. as the learning was joyful, the students were motivated and enjoyed the teaching and learning process. this way, the students were not shy and silent anymore. most students became more confident and active. the students’ speaking abilities were improved through the circle games. the use of circle games in some classroom activities increased their vocabulary, pronunciation, especially in grammar, past tense. most students looked more confident. it was said by the english teacher that 90% of the class could speak up. since the activities were fun and interesting, the class was not boring and the students participated actively. through the action of giving feedback to the students, the researcher could improve the students’ works covering the aspects of fluency, pronunciation, grammar, and vocabulary. as their mistakes were reduced, the students also became confident to speak in english. instead of flooring the feedback directly to the class, she also maximized the rapport with the students in a small scale and or in a private consultation with them. this way was very effective since she could fulfill what the students needed. in other words, this action was successful in solving the matters related to the students’ worries about making mistakes, difficulties in expressing ideas, grammar, and pronunciations. the action of giving rewards was effective to boost the students’ willingness to participate actively in the speaking practices. through the rewards, the students felt more motivated. since the nature of the students was needed to be appreciated, this action was another way of appreciating the students’ works besides praising and complimenting the students. it can be seen in the following extract. furthermore, the improvement in the teaching and learning process of speaking also affected the improvement on the students’ speaking performances. in this research, the students’ speaking ability in pre-test and post-test were scored. to avoid subjectivity in scoring the students’ performance, the research study applied investigator triangulation. besides, inter-rater reliability was also used to make the data reliable. the scoring activities were done by the researcher. conclusion this research was conducted at the grade vii of smp negeri 2 alas barat. it was carried out from march to april 2020. the objective of this research study was to improve the students’ speaking skills through the use of circle games. based on the results and discussions, it can be concluded that the implementation of circle games in the teaching and learning process of speaking is believed to be effective to improve the students’ speaking skills. the results of this research revealed the improvements contributed by the implementation of the circle games in the teaching and learning process of speaking in grade vii of smp negeri 2 alas barat. first, circle games were believed to be effective to improve the students’ motivation. they were able to engage the students’ attention and interests during the teaching and learning process of speaking. besides, the circle games could provide the students' illustrations and ideas in their minds. second, the improvement could also be seen in the teaching and learning process. the absence of media was solved through the implementation of circle games. in addition, the circle games could provide various fun learning activities so they decreased the students’ boredom during their learning. ayu applying circle game to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 124 the students became more confident to speak and enthusiastic in the classroom activities. third, since the students were motivated and the speaking class ran well, the students’ speaking skills, such as fluency, grammar, pronunciation, and vocabulary were also improved. the use of circle games in the teaching and learning process, especially in the speaking practices, enabled the students to express their ideas into comprehensible monologues. the implementation of circle games and the other supporting activities were believed to be effective to facilitate the students to improve their speaking skills. references arikunto, s. (2006). prosedur penelitian suatu pendekatan praktik edisi revisi iv. jakarta: rineka cipta. bertram, g. (2002). the importance of oral language in the school curriculum: effective communication. ministry of education, new zealand government. burns, a. (1999). collaborative action research for english language teachers. new york: cambridge university press burns, a. (2010). doing action research in english language teaching. new york: routledge. kemmis, s., & mctaggart, r. (1988). the action research reader. third edition. victoria: deakin university press. utama, i. (2019). describe and draw game towards students’ speaking competence. jurnal kependidikan: jurnal hasil penelitian dan kajian kepustakaan di bidang pendidikan, pengajaran dan pembelajaran, 5(1), 27-33. https://doi.org/10.33394/jk.v5i1.1390. https://doi.org/10.33394/jk.v5i1.1390 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.26-30 doi:10.33394/jo-elt.v7i1.2690 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 26 the effect of inquiry-based learning on students’ critical thinking in reading #1 abdul wahab, *2 terasne #1 faculty of education and education of science, qamarul huda university, indonesia *2 faculty of culture, management, and business, undikma, indonesia corresponding author email: terasne@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o this research was aimed to find out the significant effect of inquirybased learning on students’ critical thinking in reading at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok in academic year 2019/2020. this research was experimental research that categorized by preexperimental one group pretest-posttest design. the population of this research was at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok which consisted of 18 students and using surfeited sampling. the instrument of collecting the data was used multiple-choices and questionnaires. in this research, the writer rendered treatment and prepared a test in the form of multiple-choices to look the effect of inquiry-based learning and questionnaires for look the critical thinking. the result of data analysis indicated at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok attained high score on post-test whom were treated by inquiry-based learning. it means that inquiry-based learning gave a significant effect on critical thinking of students in reading. it was proven by the lowest and highest in pre-test score was 30 and 50 and post-test was 35 and 65. then, the result of hypothesis testing was the alternative hypothesis accepted. it was provable that t-test was higher than t-table, which was the score of t-test was 3.81 and t-table in df 17 with significant 0.05 was 1.753. article history: received: may, 2020 revised: june, 2020 published: june, 2020ep 2018 keywords: inquiry-based learning, critical thinking, reading, how to cite: wahab, a., & terasne, t. (2020). the effect of inquiry-based learning on students’ critical thinking in reading. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 26-30. doi:https://doi.org/10.33394/jo-elt.v7i1.2690 introduction there are four academic skills in english language that should be mastered by the students such as listening, reading, writing, and speaking. in mastering english well. especially reading is one of the important skills in teaching english. where reading is a process that is applied and conducted by a reader to acquire a message that has been told by a writer in writing script. reading enable people to find out information from a variety of text, newspapers, magazine, advertisement, brochures, etc. as part of language skill, reading plays an important role in the success of language learning. in the reading activity, we are not only reading the text but also trying to understand what we are reading. mailto:terasne@ikipmataram.ac.id wahab the effect of inquiry ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 27 the general objective of reading is that the students can understand and interpret the content of reading texts through observation and interpretation. related to english reading in general, there are some advantages students may obtain. students may be able to find a lot of new information to expand their knowledge and to enrich their vocabulary. the students are good in reading, they can rapidly get the main idea of the text, know the explicit and implicit information about the text, finding detailed information, finding the word references, making an inference, etc. in the educational field, in doing the observation at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok the researcher found that the students are lack of constructing the meaning in reading, especially to finding main ideas, specific, and implicit information from the text. it because the students are lack of thinking critically. where having the ability to think critically is an important skill that should have by students because critical thinking plays an important role for the students. critical thinking is the best ability to understand a concept fully, and the best way to solve the problem since it requires looking at the issue from several standpoints before reaching a final decision. critical thinking is very important in reading. based on the problem that the researcher found at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok the researcher wants to give the appropriate strategy in teaching reading to solve the problem and the strategy that the researcher wants to give is inquiry-based learning. inquiry-based learning is one kind of strategy that demanded students to think where the students were involved to formulate questions, observation, and also finding the information. according to paula (2006: 20) inquiry-based learning is a strategy to learning that involves a process of exploring the natural or material world, and that leads to asking questions, doing observation, and discussing the result of the observation to get the conclusion. it provides students the opportunity to construct the understanding necessary to produce deeper learning. inquiry-based learning strategy also serves as a stimulus for learning, thinking, and questioning. from those explanations, the researcher decides to investigate the effect of inquiry-based learning strategy in teaching reading at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok in academic year 2019/2020. reading is the understanding of the written word, the understanding of the content that is being read, and the construction of meanings of the text. reading is a purposeful and active process. a reader reads to understand, to remember what is understood and put the understanding to use. a reader can read a text to learn, to find out information, or to be entertained (healy, 2002:3). according to leung (1998: 12) inquiry can be viewed as a process for answering questions and solving problems based on facts and observations. at the classroom level, inquiry is a teaching strategy. the definition states that inquiry-based learning gives the teacher the opportunity to help students learn the content and course concept by having them chance to explore a question, develop the information, and research a hypothesis. thus, giving students more opportunity to inflict on their own learning, gain a deeper understanding of the course concepts in an integrated fashion, and become better critical thinkers. in addition, the inquiry approach is more focused on using and learning as a means to develop information-processing and problem-solving skills. the system is more students centered, with the teacher as a facilitator of learning. wahab the effect of inquiry ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 28 critical thinking is the correct assessing of statements (ennis, 1962: 179). critical thinking includes the ability to respond to material by distinguishing between facts and opinions or personal feelings, judgments and inferences, inductive and deductive arguments, and the objective and subjective. in addition ennis (1992) in mark mison (2008: 3), maintained that the skills associated with critical thinking can be learned independently of specific disciplines, and can be transferred from one domain to another. for him, the process of critical thinking is deductive: it involves applying the principles and skills of critical thought to a particular discipline. research method the experimental method was used in this research. thus, experimental research is the proof of a hypothesis which seeks to make up two factors into a casual relationship through the study of contrasting situations which have been controlled on all factors the one of interest, the latter being either the hypothetical cause or the hypothetical effect (singh, 2006:135). the research was a categorized pre-experimental design because in this study the researcher only used an experimental class without control class. in this case, the researcher was used one group pretest-posttest. population and sample the population in this study was at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok in academic year 2019/2020.there was only one class of the third-semester students consisted of 18 students. the researcher used a surfeited sampling method for choosing the sample. so, the researcher had determined the sample using surfeited sampling. surfeited sampling is the technique to determine sample if the whole population use as sample and the population is less than 30 students (sugiyono 2014: 85). based on the construct above, the researcher has used the whole of the population as sample; the populations are 18 students and it also for sample. instruments the instrument was used in this research was multiple choice that consist 50 items to measure the students’ reading along with critical thinking and questionnaires to know their students’ respons on inquiry technique based-learning by choosing the option on questionnaires which was likert scale which consisted of 7 items. each item has 4 options with the first option scores 4 (very agree) , the second option scores 3 (agree), the third option scores 2 (disagree), and the last option scores 1 (very not agree). and for multiple choice that consist 50 items. each correct answer was scored 5 and if incorrect was 0. so, the highest possible score for students was 20. the technique data analysis employed a descriptive analysis to know the score of the mean, median, and mode. the inferential statistic was to measure the data significant or not. then, the result of the t-test will compare to t-table to know significant or not. data analysis in this study, the researcher wants to show the statistical analysis of the data obtained, this analysis leads the discussion toward the finding at the investigation. there are several steps to measuring whether between them are having significance effect such as descriptive statistic and t-test for reading test and questionnaire for measure students’ critical thinking. wahab the effect of inquiry ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 29 research findings and discussion research findings a. data description of post-test the result of data analysis designates that the highest score was 65 and the lowest score was 35. the mean score was 49.1, the median score was 49.8, the mode score was 50.25, the range was 30, the standard deviation was 4.26 and the frequency distribution as follows: b. data descriptions of questionnaires computation pre-test (rxv) (rxv) + (rxv) + (rxv) = (av: ar) = fv 1. (1x4)+(4x3)+(7x2)+(8x1)=38:18 = 2.11 (l) 2. (2x4)+(3x3)+(6x2)+(7x1)=34:18 = 1.88 (l) 3. (1x4)+(1x3)+(10x2)+(6x1)=33:18= 1.83 (l) 4. (2x4)+(2x3)+(8x2)+(6x1)=38:18 = 2.00 (l) 5. (1x4)+(1x3)+(4x2)+(12x1)= 27:18= 1.5 (l) 6. (1x4)+(2x3)+(1x2)+(14x1)=29:18= 1.61 (l) 7. (1x4)+(3x3)+(2x2)+(12x1)=29:18= 1.61 (l) the data computation above shows the amount of respondent who chooses the option of questionnaires which was consist of 7 items each items has 4 options with the first option scores 4, the second option scores 3, the third option scores 2, and the last option scores 1. the amount of respondents was 18 students at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok in academic year 2020/2021. c. data description of questionnaires computation post-test (rxv)+(rxv)+(rxv)+(rxv=(av: ar) = fv 1. (8x4)+(6x3)+(2x2)+(2x1)=56:18 = 3.11 (h) 2. (10x4)+(5x3)+(1x2)+(2x1)=59:18= 3.27 (h) 3. (5x4)+(4x3)+(4x2)+(5x1)= 45 : 18 = 2.5 (l) 4. (13x4)+(3x3) (2x2)+(1x1)= 70 : 18 = 3.8 (h) 5. (10x4)+(5x3)+(1x2)+(2x1)=59:18= 3.27 (h) 6. (6x4)+(2x3)+(4x2)+(6x1) =44:18 = 2.44 (l) 7. (17x4)+(6x3)+(4x2)+(1x1)=55:18= 3.05 (h) the result of data computation above shows clearly that strategy of inquiry-based learning has effect toward students’ critical thinking in reading at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok in academic year 2019/2020. there were a lot of students classified as high critical thinking (h) after treated by inquiry-based learning then before using this strategy all the students was classified as low (l) critical thinking. discussion based on the computation of the data the researcher found the effect of inquiry-based learning toward students' critical thinking in reading. where the most of students were classified as high (h) critical thinking. so, the theory of leung (1998: 12), that said that inquiry is a teaching strategy designed to teach students how to deal with questions and problems encountered in various important generic skill through a variety of learning experiences that help students to be critical thinker was proven after the procedure of inquiry apply in the learning process. after students had critical thinking the extent of their ability in reading also have developed because having critical thinking is an important skill for them where critical thinking is the ability to understand a concept fully (selleck, 1993) that helped them to comprehended the content in reading. it can be seen from the result of the students' score had been analyzed by using statistical computation and the result as follows: wahab the effect of inquiry ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 30 the mean score of post-test l was 49.1 > 41.66 the mean score pre-test. the median score of post-test 49.8, the median score of pre-test was 40.14, the mode score of post 50.25 the mode score of pre-test was 39.5. it means that the procedure of inquiry which system was centered in the students make students were more active than teacher and could give positive effect toward students critical thinking where critical thinking also could help students in comprehending the content of reading because students were able to use their thinking skill in analysis and evaluate the information so they can classify every information in reading text. and the result computation was indicated that the students could increase their reading comprehension with their critical thinking ability through the strategy of inquiry-based learning. it can be seen in the last result of the last process of statistical data computation where the t-test was 3.81 > t-tabel 1.753 in degree of freedom (df = n-1 = 17) with a significant test 5%. so, inquiry-based learning is effective to develop students critical thinking in teaching reading. conclusion from the data analysis, the researcher found that the score of the t-test was 3.81 and the score of t-table 2.101. the score showed that the score of the t-test was higher than the ttable. this indicated that the effect of the treatment was effective and gave an interpretation that the strategy of inquiry-based learning gave a positive effect toward students’ critical thinking also in reading at third-semester students of faculty of education, and education of science qamarul huda university, bagu, central lombok. moreover, it meant that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. references chaty, h. (2002). the law down on the national reading panel. parent educational advocacy training center: peatc. ennis, r. h. (1993). critical thinking assessment. ohio state university. erni, j. (2015). the effect of stad (students team achievment division) toward students’ critical thinking in speaking, thesis. unpublish. ikip mataram. leung, w.l. (2004). inquiry learning in primary classroom: the project approach. retrieved march 9, 2012, from http://ijl.cgpublisher.com/product/pubb.30/prpd.824. nurtaliana. (2013). the effect of inquiry-based learning strategy in the writing ability. unpublished thesis. yogyakarta. selleck, d. (1993.) definition and purpose for critical thinking (haper). colorando state university. sing, y. k. (2006). fundamental of research methodology and statistics. new delhi: age international. subana., rahadi, m., & sudrajat. (2000). statistik pendidikan. bandung: pustaka setia. sudijono, a. (2006). pengantar statistik pendidikan. jakarta: raja grapfindo persada. sugiyono. (2013). metode penelitian kombinasi (mixed methods). bandung: alfabeta. http://ijl.cgpublisher.com/product/pubb.30/prpd.824 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.52-60 doi:10.33394/jo-elt.v9i1.5191 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 52 model development of children’s language skills based on digital literacy #1 yeni probowati, *2 deny kuswahono, *3 nur irmayanti #1 english lecturer, language and literature faculty, universitas wijaya putra, indonesia *2 english lecturer, language and literature faculty, universitas wijaya putra, indonesia *3 psychology lecturer, psychology faculty, universitas wijaya putra, indonesia corresponding author email : yeniprobowati@uwp.ac.id a b s t r a c t s a r t i c l e i n f o this research generally aims to develop a model of children‟s language skills based on digital literacy in pondok benowo indah rt 03 rw 08 babat jerawat, pakal surabaya. first, to determine the process or stages of learning language skills using narrative stories or fairy tales from a youtube application that is watched by them and is accompanied by their parents. the two processes or stages of developing language skills are by retelling stories or fairy tales that they see with their parents and writing moral messages in the stories or fairy tales. the method used in this study is quantitative-qualitative (mix method). the data were analyzed using content analysis techniques. the data will be analyzed through the following steps: 1) classifying the data, 2) displaying the data, 3) interpreting the data, and 4) drawing a conclusion. the study intends to create and develop a role of language skills for the children who mostly like their devices compared to playing together with their peers outside the home. for parents, this model of language skills can later be applied at home when they are together and interact with their children. for children, this is a diversion from the gadgets they often hold when they are at home. article history: received: may, 2022 revised: june, 2022 published: june, 2022 p 2018 keywords: language skills, digital literacy, school age children, gadgets how to cite: probowati, y., kuswahono, d., & irmayanti, n. (2022). model development of children‟s language skills based on digital literacy. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 52-60. doi:https://doi.org/10.33394/jo-elt.v9i1.5191 introduction language is one of the communication tools used in conveying ideas, ideas, or intentions, either in verbal form (words) or in writing. the language mastered by a person can be seen from the way that person communicates properly and correctly, including school-age children. during school-age children, the abilities and skills that are formed and developed are physical development and language skills. in school-age children, language skills are very important because with good mastery of the language, they can communicate with friends, parents, teachers, and with the people around them. children can also develop their potential, take care of themselves, as well as a good self-control system with the right language mastery. school-age children at this time can be called or known as generation z who were born and raised in an environment that is dominated by technological developments and the sophistication of gadgets. the entry of foreign languages and slang through gadgets that are mailto:yeniprobowati@uwp.ac.id probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 53 held by children almost every day, makes the acquisition of a child's language also undergoes a transition. of course, it is the transition and mastery of these language skills that make researchers interested in analyzing. this language switching phenomenon apparently affects a person's reading and writing ability (literacy). literacy is also known as literacy or literacy. the meaning of literacy is increasingly experiencing expansion and development along with the development of technology and industry. so that the literacy that is known today is not only limited to the ability to read and write in the context of language and literature. literacy in this century, of course there are six literacy that must be owned by children, namely literacy, numeracy, financial literacy, scientific literacy, digital literacy, cultural literacy, and citizenship. digital literacy comes along with the development of technology and information in the 4.0 era. digital literacy is related to a person's skills in using, finding, and processing a variety of information and knowledge obtained through gadgets (gadgets). as stated by hermiyanto (2015). “literasi digital adalah ketertarikan, sikap dan kemampuan individu dalam menggunakan teknologi digital dan alat komunikasi untuk mengakses, mengelola, mengintegrasikan, menganalisis dan mengevaluasi informasi, membangun pengetahuan baru, membuat dan berkomunikasi dengan orang lain agar dapat berpartisipasi aktif dalam masyarakat”. digital literacy is an interest, individual attitudes, and abilities in using digital technology and communication tools to access, manage, integrate, analyze and evaluate information, build new knowledge, create and communicate with others in order to actively participate in society. digital literacy seeks to create a society with a critical-creative mindset and view. they will not be easily consumed by provocative issues, become victims of hoax information, or victims of digital-based fraud. it is undeniable that the role of the media and the role of the family in which parents are very important in children's growth and development, especially in building children's digital literacy from an early age. however, it is necessary to have control by parents as the main role in accompanying children. literacy in the modern sense includes language skills, arithmetic, interpreting pictures, computer literacy, and various efforts to gain knowledge. the success of scientific literacy learning can be seen if students understand what is learned and can apply it in solving various daily lives. (zahro et al., 2019) that is, activities and efforts to gain knowledge are forms of literacy. you can watch television, read online news, or watch videos on youtube. with excessive internet consumption, why is the quality of literacy in indonesia still minimal? the digital literacy process for children goes through several stages, namely: 1) digital literacy movement in the family, 2) digital literacy in the school literacy movement, 3) digital literacy movement in society (mustofa & budiwati, 2019). in 2005, the term digital literacy has begun to be known by the public. digital literacy can be interpreted as a combination of computer literacy and information literacy. digital literacy includes all digital devices, such as computer hardware, software, internet, and cell phones. marty, et al (2013) define digital literacy as a set of skills needed to become citizens to face life and challenges in the 21st century. in addition, ayuni (2015) also wrote that digital literacy is the ability to understand and use information from various digital sources. several researchers and observers of language literacy and language skills in children have conducted research on language skills in children, including language skills in preschoolers (bawono, 2017), the application of digital literacy in indonesian language learning (nurcahyo and afryaningsih, 2018), and patterns of language literacy development in children (khomsiyatun, 2019). the similarity between the three studies above and this research is that they are both interested in literacy and language skills in children. the language skills analyzed only focus on two skills, namely reading and writing. while the probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 54 researchers here are interested in analyzing four language skills in children, namely reading, writing, listening, and speaking based on digital literacy, namely stories. children delight in imagination and fantasy. it is more than simply a matter of enjoyment, however, in the language classroom, this capacity for fantasy and imagination has a very constructive part to play” (halliwell, 1993: 7). “stories may bridge the gap between language study and language use and also to link classroom learning with the world outside. some of the activities do not always have a very large language element but are nevertheless important in creating a feeling among the pupils that learning english means fun, activity, creativity, and enjoyment”. (ellis &brewster 2002: 17) repetition of stories enables young learners to master the language better. “children enjoy listening to stories over and over again. this frequent repetition allows certain language items to be acquired while others are being overtly reinforced. many stories contain natural repetition of key vocabulary and structures. this helps children to remember every detail, so they can gradually learn to anticipate what is about to happen next in the story. repetition also encourages participation in the narrative” (ellis &brewster, 2002: 2). stories are motivating, challenging, and great fun for young learners. they “can help develop positive attitudes towards the foreign language, culture and language learning” (ellis and brewster, 2002: 1). winch et al. (2004: 401) states that through literature-based activities “guided discussion promotes many literate oracy behaviors: it improves vocabulary, offers opportunities for more sophisticated sentence constructions and syntax, and lets the children hear the sounds of words as their peers say them”. fox (1993: 185), about literature-based instruction, writes “storytelling and hearing stories read aloud, expose children to linguistic and narrative conventions in the course of the power and pleasure they experience in the play”. using “stories allows the teacher to introduce or revise new vocabulary and sentence structures by exposing the children to language in varied, memorable and familiar contexts, which will enrich their thinking and gradually enter their own speech” (ellis &brewster, 2002: 2). “listening to stories helps children become aware of the rhythm, intonation, and pronunciation of language” (ellis and brewster, 2002: 2). about literature for children ferguson and young (1996: 598) claim that “(literature) provides language-rich illustrations of the uses of dialogue and often elicits a “chime in” response from students, thus providing a natural link to the give and take of conversation, vocabulary usage, and appropriate syntactical structure”. young learners exercise their imagination through stories. they “can become personally involved in a story as they identify with the characters and try to interpret the narrative and illustrations. this imaginative experience helps” (ellis & brewster, 2002:1) students develop their own creative potential. stories also “develop the different types of „intelligences‟ that contribute to language learning, including emotional intelligence” (ellis & brewster, 2002: 2). stories “develop children‟s learning strategies such as listening for general meaning, predicting, guessing meaning and hypothesizing” (ellis & brewster, 2002: 2). “learning english through stories can lay the foundations for a secondary school in terms of learning basic language functions and structures, vocabulary and language learning skills” (ellis & brewster, 2002: 2). it seems a pity to deprive learners of opportunities to hear authentic uses of past tense forms and contrast with the other tenses, in the meaningful contexts of stories, and i can see no intrinsic reason for supposing that the use of past tense would prevent children understand a story. in fact, if they are familiar with stories in their first language, they will probably expect to hear past tense forms and may misconstrue the verbs” (cameron, 2001: 166). according to hsieh (2006), storytelling combined with total physical response can motivate young learners and is beneficial to their learning of english vocabulary, sentence patterns, and comprehension. probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 55 for teachers stories allow “to use an acquisition-based methodology by providing optimal input” (ellis & brewster, 2002: 2). it is great to use real storybooks because they “add variety and provide a springboard for creating complete units of work that constitute mini-syllabuses and involve pupils personally, creatively, and actively in an all-round whole curriculum approach. they thereby provide a novel alternative to the course book” (ellis & brewster, 2002: 2). a canadian critic, michele landsberg (1987) writes: “good books can do so much for children. at their best, they expand horizons and instill in children a sense of the wonderful complexity of life. no other pastime available to children is so conducive to empathy and the enlargement of the human sympathies. no other pleasure can so richly furnish a child’s mind with the symbols, patterns, depths, and possibilities of civilisation” (p.34). due to the regulation of menteri pendidikan dan kebudayaan nasional number 58, 2014, it is stated that the standard of achievement of children's language development there are 3 achievements, namely: 1. receive language at this stage, the child is expected to be able to achieve development at the stage of hearing and understanding what other people say to him. able to understand several commands simultaneously, able to understand the story read to him, mastering sufficient vocabulary. the vocabulary that must be mastered at this stage includes adjectives, nouns, and verbs. in addition, children are also expected to be able to understand complex sentences and understand the rules of a game. 2. language disclosure at this stage, the child is expected to achieve mastery of vocabulary that has been acquired and known, able to retell stories or fairy tales that have been heard, able to communicate orally and recognize symbols for preparation for reading, writing and arithmetic. 3. literacy achievement at this stage the child is expected to be able to master literacy, the level of developmental achievement includes: recognizing sounds or objects around him, making meaningful scribbles, imitating letters, understanding the relationship between sounds and letter shapes, reading, and writing their own names. research methods research design the research uses a quantitative-qualitative technique (mix-method) with an interpretive and naturalistic approach. this technique begins with assumptions, examines the theory that will be used, then develops a problem formulation. in this study, theories are used as surgical tools on data in the form of language development achievement standards in children who are controlled by data sources when they are able to hear, read, write and speak digital tales through their devices. subject sources of data are school-age children from kindergarten to elementary school in pondok benowo indah rt 03 rw 08. the total sample of this study is 14 children around 612 years old. the research data is in the form of the results or values of the four language skills, namely reading, writing, listening, and speaking based on standard indicators of language acquisition in children based on the regulation of menteri pendidikan dan kebudayaan nasional number 58, 2014. probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 56 instruments researchers use assessment and observation to collect the required data. assessment is used to assess the achievement of mastery of four language skills in children, while observation is to collect data from the process of developing language skills models in children using digital literacy. the assessment made includes 3 achievements of language acquisition standards in children in accordance with the provisions of menteri pendidikan dan kebudayaan nasional number 58, 2014. the researchers used observations and checklists, researchers do this to strengthen data/information about the development of language skills models in children using digital literacy. data analysis the data that has been obtained through assessment and observation will then be analyzed through the stages of being classified, displayed, and finally interpreted and concluded. 1. classification of data classifying the achievement of language acquisition by children according to 3 achievement standards, namely accepting language, expressing language, and achieving literacy based on the regulation of menteri pendidikan dan kebudayaan nasional number 58, 2014. 2. data display presenting data in a table based on language mastery achievement standards. in analyzing the data collected, the researchers used quantitative data analysis. the analysis is aimed to find the significant difference in language acquisition standards in children. interpreting the findings in a qualitative method in order to describe the average of the achievement and it is also supported by the theories. 3. drawing conclusion draw conclusions from the results of the analysis. research findings and discussion research findings the results obtained in this study have been able to answer the problems or phenomena that have been described previously in the introduction. there are two things that are broadly obtained, namely mastery of skills in using language both listening, writing, speaking, and reading using digital literacy through fairy tales on the youtube application. the second is developing a model of language skills using digital literacy through fairy tales on the youtube application. the activity started with school-age children in pondok benowo indah rt 03 rw 08 watching fairy tales on the youtube application with a selection of fairy tales that had been determined accompanied by their parents. children can choose a fairy tale, 1) the clever story of the mouse deer and the crocodile, 2) the arrogant rabbit and the tortoise, 3) the ant and the grasshopper, 4) the story of the goat and the wolf. after watching a selection of stories on the youtube app, parents try to convey the stories in a language that is easy for their children to understand. the children recounted the stories they had watched and heard. from the results of this activity, the achievement of mastery of language skills is obtained in table 1. probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 57 table 1 language mastery achievement no respondent receive language language disclosure literacy achievement 1 kma 80 75 80 2 bas 75 80 80 3 zk 85 80 85 4 maf 90 85 90 5 ma 85 85 85 6 wp 75 80 80 7 tw 90 85 85 8 nag 80 85 80 9 fan 95 85 80 10 adp 90 90 95 11 nsa 80 85 80 12 dap 90 95 90 13 nkp 75 80 85 14 sd 85 90 90 from the results of table 1, the average of receiving language (hearing and understanding the story being played) is 83.93, while the average language expression (telling and communicating with good and correct vocabulary mastery) is 84, 29. and the average literacy achievement (reading and rewriting the story's moral message) is 84.64. discussions from the average value obtained, both acceptance of language, language disclosure, and literacy achievement using the youtube application has a significant value on children's digital literacy. when compared with the average acceptance of language and language disclosure, the average literacy achievement is the highest among the three. children can be easily understood subjects that are seen and listened virtually. language practicing through youtube is interesting to do with the children. it means that language skills in children require a fun learning method that can be accepted and understood by children. digital applications especially youtube can be an alternative method in language learning. children feel comfortable and enjoyable. here the role of parents, especially mothers, is very important in guiding and assisting their children in language learning. besides parents, especially mothers, they can become models of skills in mastering the language in children. however, here parents should not leave the decision to use gadgets and digital media entirely to their children. parents must have an understanding of the dimensions of digital literacy and be able to develop learning materials and methods, especially language skills in children. there is clear evidence that the use of mobile digital devices is deeply embedded within the many informal familial contexts that a child inhabits and that their use of these devices is influenced by the practices of the other individuals who co-inhabit those spaces. these include parents, siblings, classmates, and friends and their influence may be exerted in a number of ways, some of which may be deliberate, however, some are not. parents often underestimate the powerful influence their use of technology has on their child (plowman et al., 2012). this form of social learning has clear practical implications for the use of technology in the presence of children, as it indicates that they may potentially model their own technology-related behaviors upon those around them. although children are generally positive about smartphones, as they are about the internet in general, they also recognize the strengths and limitations of different types of technology. a major disadvantage of a smartphone is screen size and the absence of a https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b50 https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b50 probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 58 keyboard, so they tend to select the best device for the task (haddon and vincent, 2015). children were of the opinion that smartphones had increased peer communication and recognized how the pressure to respond quickly influences the nature of the response. children, like their parents, were more concerned about the risks associated with the internet rather than the smartphone itself. although the potential for smartphones to increase the risk of cyberbullying was acknowledged by children, most concerns was expressed over identity theft as this can happen relatively easily if someone takes/uses your smartphone pretending to be you (haddon and vincent, 2015). it is also essential to understand parents‟ perceptions of smartphones as this will aid in the understanding of why certain parental mediation strategies are being used and promote the development and use of the most appropriate and effective strategies to meet their needs. a major concern for parents is the financial cost of smartphones and this leads parents to impose restrictions on use and limits on apps provided, especially those which include within-app purchases. interestingly, children too are conscious of usage costs and often set limits on their own use (haddon and vincent, 2015). parents also expressed concern that smartphones would increase “screen time” more generally, thereby limiting the range of other experiences, especially social experiences, which parents are keen to promote. concern about the potential detrimental impact of online socializing on offline social behavior was a major motivation for limiting “screen time.” parents tend to be more concerned with online risks generally and do not view smartphones as a specific risk in their own right. it is the internet access and time spent online that smartphones offer, rather than the device itself, that causes parents' most concern (haddon and vincent, 2015). the relationship between parent and child is deeply situated and subject to myriad influences. indeed, from a psychological perspective, it can be characterized as essentially a socio-cognitive relationship. such a relationship is comprised of social elements and psychological elements – each different and each playing an influential role. framing parentchild technology-related relationships and behaviors in this way means that it can be consequently drawn upon well-established psychological knowledge and mechanisms to describe and explain children‟s emergent behaviors in new digital home contexts. to date the majority of the existing research concerning children‟s smart use tends to be a-theoretical in nature; hence the adoption of a more defined theoretical framework that could help identify and define future research would be beneficial to progress the field. the need for such a framework becomes all the more apparent when it considers the rapidly evolving nature of the home technology environment. to be able to improve the literacy of digital media in children, the role of adults closest to the child is very important, namely parents and teachers. this is due to parents and teachers are role models as well as shaping children's behavior through the responses given to child behavior (ediati et al., 2018) in youtube social media is also available video comments that are psychology can affect psychology children and youth who can have the tendency of children and adolescents to get used to with contempt for others, cause jealousy to others, and it can lead to depression, get carried away mood towards negative comments, and get used to speaking the language impolite (pratiwi & pritanova, 2017). this is the basis of the need for good digital literacy and obtaining parental guidance. exemplary, child involvement direct and encouragement from adults around the child will help grow interested in literacy activities. the following are some things that can do parents in an effort to instill early literacy in the family (inten, 2017). through the example in the family, involvement of children in literacy activities and support from all family members will make children love cultural literacy. how to build the character of students as learners of elementary school to high school and upper secondary through digital literacy (digital-age literacy) in learning to face 21 st century education (khasanah & herina, 2019). the children https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b20 https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b20 https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b20 https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01957/full#b20 probowati model development of children’s ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 59 are able to be independent because independent children are children who are able to complete various tasks without the help of others. (utami et al., 2019). parents should understand that the facilities in the device and media digital is a technology like a knife double-edged. in the sense that if the media is used incorrectly, then it can harm the user. more sophisticated digital devices and media are used, the sharper the knife. therefore, parents must show responsibility extra responsibility in guiding and guide children in using digital media and devices. conclusion the development of language skills models can be done using digital media through fairy tales on the youtube application. stories are motivating for young learners, and stories can create a happy and enjoyable learning environment. stories are the most ideal sources for young learners in effective language learning. children like stories, and they find stories easy to access and understand. stories provide an outstanding opportunity for young learners to master the foreign language. besides, the moral values contained in stories can be ruled by children in a way that is fun and easy for them to understand. parents, especially mothers, can be good models for children to use language skills. an emotional bond between parents and their children can be created through creative and fun language learning. advice for parents and family to always accompany the children in using the facilities, and direct the children to do good literacy. so further research in the future is expected to contribute to the phenomenon of early childhood in using media social activities, including optimizing the role and motivation of parents in improving children's digital literacy. acknowledgement the researchers would like to thank 1) the chairperson of rt 03 rw 08 pondok benowo indah, 2) residents of rt 03 rw 08, 3) universitas wijaya putra and lppm who have provided material and financial assistance to carry out this beginner research program. references ayuni, q. 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(2017). pengaruh literasi digital terhadap psikologis anak dan remaja. semantik, 6(1), 11. https://doi.org/10.22460/semantik.v6i1 p11.250. utami, t., nasirun, m., & ardina, m. (2019). studi deskriptif kemandirian anak kelompok b di paud segugus lavender. junal ilmiah potensia, 4(2), 151–160. winch, g., johnston. r., march p., ljungdahl, l., & holliday, m. (2004). literacy reading, writing, and children’s literature. melbourne: oxford university press. zahro, i., atika, a., & westhisi, s. (2019). strategi pembelajaran literasi sains untuk anak usia dini. jurnal ilmiah potensia, 4(2), 121–130. http://www.kompasiana.com/iinhermiyanto/literasi-digital_55280e9df17e61ba098b45bc http://www.kompasiana.com/iinhermiyanto/literasi-digital_55280e9df17e61ba098b45bc https://doi.org/10.29313/ga.v1i1.2689 https://doi.org/10.21154/pustakaloka.v%2011i1.1619 https://doi.org/10.22460/semantik.v6i1%20p11.250 journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 109 students’ learning strategies in english communication at ikip mataram agus salim (1) (agus.agsurfa@gmail.com (1) ) faculty of education for language and arts (fpbs) mataram institute for teacher training and education (ikip) abstract this study is aimed at find out the students’ learning strategies in english communication.due to the learning strategies, the researcher applied qualitative method. in collecting the data the researcher used three procedures; interviewing recording and noting. then the data was analyzed in three ways; data redaction, data display, and conclusion. the subject consists of 40 students from fifth semester. finally, the researcher found that the strategies that the students used in learning communication are good. it means that the strategies may help them to improve their abilities in doing communication by english. it can be seen at finding of this study (chapter iv). the students‟ communication ability improves together with the process of teaching and learning in the class. there are some strategies that they used; confirmation check, clarification check, comprehension check, self-repetition. through these strategies their mistake and also their selvesconfident in expressing their ideas is better than before. keywords: learning strategies, communication. introduction english communication ability is the main aim for the learners to get. as the foreign learners, they often evaluate their success in learning english when the feel and they have improved in their spoken language proficiency. therefore, richard (1990) in his book states that, the mastery of speaking skill in english is priority for any second or foreign language. then, mostly the learners considered that are successful in learning english when their communication in it is getting better. in terms of english communication ability, there is some element of teaching speaking that should be mastered, namely: grammar, vocabulary, pronunciation, fluency and gesture. these components are integrated and should be taught regularly, to build the students‟ ability to communicate in class or where ever they are. however, if these elements are not mastered, a lot of problems in communicate can be encountered. for example, the difficulties in pronounce the words, cannot differentiate the rules english journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 110 conversation. consequence, to express message appropriately within the over all social and cultural context of communication are missing. these facts are apparent in ikip mataram students, that proved with the first observation that conducted by salim and terasne. this first research was conducted, to ensure whether the lecture and the students in process teaching and learning communicated english. then the results show that, the students communicated in two languages, indonesia and their own local language. this was caused by some factors; they have no enough vocabulary, and their social academic environment is not conducive to communicate by english regularly. finally, the researchers concluded that the students and the lecturer did not communicate well in english as long as the teaching and learning process. therefore, they suggested that the next observation students‟ ability in communication. due to the previous of related observation, this continuation research examined that students‟ strategies are the way of the student’s inimproving theirspeaking ability. (murcia, at al 1995) explains that sociocultural competence refers to students’ pragmatic knowledge. this knowledge will guide the students to understand the sociacultural norms of the target language. while, discourse competence will helps the students to be able to select, sequencing, and arrangement of words, structure and utterances to achieve a unified a spoken message. she also describes that; interaction competence will also lead the students to master actional and conversational. thelast competence is strategic. this ability will introduce the students to identify thespecific behavior of thought process thatthey use to enhance their own second language learning.the writer found that, through the strategies that they use their speaking ability especially in communication. thus, this observation entitled; improving the students’ communication competence through learning strategies at ikipmataram. effectiveness of communication courses early research efforts were summarized by gilkinson (1994), who concluded that “the evidence as it stands is wholly consistent with the theory that favorable changes in speech behavior and social attitudes occur as a result of formal speech instruction”. a later review (basset and boone, 1983) concluded that “a wide range of verbal and non-verbal skills can be developed, even in individuals with extreme skills deficits”. the research consistently find that students participating in basic speech communication courses improved communication competence. research on basic course effectiveness have shown that course content, overall, adequately addresses the students’ communication needs, while others conclude that factually journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 111 who design the content of a basic speech communication course may not be fully aware of students‟ needs. basic course research has also focused on students’ perceptions of their ability to apply course content. ford and wolvin (1993), for example, found significant positive changes in students’ perceptions of their communication competencies during the semester in which they participated in a basic speech communication course. the greatest change was in areas of presentation skills, communication comfort, and interviewing. research on self-report on communication competence found that sefl-perceived communication competence was significantly related to several personality-type orientations associated with communication behavior, such as communication apprehension and sociability. thus, because perceived communication competence may be primary determinant of individuals‟ performance in different communication contexts, it is important to assess the impact of a basic speech communication on students’ self-perceived communication competencies in various contexts a basic communication course ford and wolvin (1993) conducted a study to determine whether a basic course in speech communication would have adifferential impact on student’ perceived communication competencies in class, work, and social context. respondents were334 students in a large public university, with 40 different majors represented. the communication course focused on topics such asintrapersonal communication, verbal and nonverbal communication, listening, interpersonal communication, interviewing, smallgroup communication, and public speaking. a one group pretest posttest design was used to assesschanges in students’ perceptions of their contextbased competencies before and after taking the basic course. analysis of pre-and post –survey data revealed that the coursedid have a differential impact basedon communication context. thechanges were greater for the class context that for work or social context. why would the course affect students‟ perceived communication competencies in classrooms than in other context? first, students‟ perceptions of their competencies at the beginning of the semester were much lower for the class context than for the work or social contexts, so there was more room for improvement, perhaps this is due a high level of communication apprehension which students tend to experience as they adjust to the new demands of college, second, while students may be able to quickly transfer knowledge gained from the assignments to other class contexts, they may not see the connection as clearly between what is done in the class context and what may be doe in other contexts. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 112 while the finding of this study are significant, results must be interpreted with caution. several extraneous factors may have affected the outcomes. first, the research design was limited. using a one-group pretest-posttest design opens the door to a variety of threats to the validity of results. a main concern is the lack of a control group, which prevent us from knowing whether students enrolled in other course may have derived some of the same benefits as students enrolled in the basic communication course. studies are needed that assess the different impact of a variety of course on students’ communication competencies in diverse context. a second factor that may have significantly affected results is themethod of measurement employed. there is always a danger that respondents are unable to rate them selves objectively, additionally limiting is the scale used for measurement. a lab-supported approach to communication competence a slightly different approach to assessing communication competency in the classroom was used by morreale et al. (1993), who described a program that focuses on the assessment of communication competency in the interpersonal communication course. this program is utilized by center for excellence in oral communication at the university of colorado, colorado springs. a composite model of competence was used which focused on four dimensions or domains: cognitive, behavioral, affective, and ethical. structurally, the course utilized a lecture/laboratory instructional model, which means that the regular classroom experience is supplemented with and supported by laboratory involvement in the form of (a) guidance in goal-setting (b) workshops, and (c) report-bock sessions. a total of 235 participants were enrolled in the course and assessment of competence was completed in the communication laboratory during entrance and exit interviews. to assure confidentiality and encourage honesty in completing the assessment tool, students were informed that the classroom instructors would not have access to student scores, nor would the scores affect their grades in any way. student’ willingness to communicate was assessed via mccroskey and richmond‟s (1987) willingness to communicate scale (wtc), a 20-item probability estimate scale designed to measure an individual’s predisposition toward approaching or avoiding the initiation of communication. the date was analyzed using t-tests to determine whether significant decreases existed in wtc scores from pre-to post-test. date was analyzed for the whole population as well as by gender and ethnicity. preliminary results suggested that utilization of a laboratory supported approach to the teaching of interpersonal communicate may journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 113 increase significantly self perceived willingness to communicate with others. a major threat to internal validity in this study is an increase in willingness to communicate as a result of the college experience itself, or due to maturation, and notas a result of the course. student may have also graded them selves higher than warranted due to afeeling of obligation from justhaving completed a communication course future direction for the interpersonal communication course include refining course content and modifying assessment procedures and instrument as appropriate. method this chapter reviews the research design, the population and sample of study, the instrument and data analysis technique, the outcome and the achievements indicator. a. research design this study is dealing with qualitative approach. it simply tries to find out the learning strategies that applied by the students to improve their english communication competence. in other words this study is unparticipation research, in which the researchers seeing, noting, and gathering the data without take part in the process of teaching and learning. (bogdan and biklen, 1992:63, rimer, 2008). b. the population and sample of the study this study was conducted at english faculty of ikip mataram, the subjects are students of fifth semester, that consist of one class and they are forty people. all of them are samples. c. data collection the data collection was conducted from april 15 th until june 26 th 2013, at fpbs ikip mataram in second semester of g class. meanwhile, the main instrument was the researcher himself (bogdan and biklen, 1992). as the main instrument the researcher acted as the observer on the process of teaching-learning in the class, with wrote down the particular behaviors classrooms, and recorded the verbal utterances that uttered by whole participants as long as the teaching learning occur. in this study data were collected in some procedures, observing, recording, interviewing, and looking at the documents. 1. observation in doing the observation the researcher applied two procedures structured and unstructured observation (hopkins, 1993:100). in structured observation the researcher prepared the meeting schedule, and the filed-notes, while, in unstructured observation the researcher used the field-notes to write the non-verbal data, of the participants which appeared as long as teaching learning process in the class. the researcher sat down at the back of the classroom and did interact neither with lecturer nor with the students during the teaching-learning process (spradly, 1980:59). journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 114 2. recording there are two activities that the researcher applied in this step, they are recording and transcribing. the process of recording was done since the first day of the observation in the class. the data are the teacher and students‟ verbal interaction. this was done to ensure that all interactional conversations as long as teaching learning process in the class are captured. 3. interview the interview was conducted in three periods from june 15 th until 26 th 2013. the first and second period was done with the students, and the third period was conducted with the teacher. the interview is aimed to get the additional data. the materials are related to the teaching patterns that are applied by the teacher, the participants‟ ways in negotiate by using the target language between and other, the problems encountered the students to communicate by english and their perception about the teacher’s pattern, the learning materials, and their preparation before they come to class. 4. document another way in collecting, the researcher also looks to the syllabus, course outline of speaking ii (see appendix 5). these are considered may help the researcher to get further information about the ways of teachers in manage the teaching and learning in the class. in addition, the researcher uses camera to capture the process of teaching-learning in the class. d. analysis technique the data was analyzed in four steps: data collection, data reduction, data display, and data conclusion (miles and huberman (1984 :23). this analysis was done in searching by doing. its mean that, the data analysis was done together with data collection. in this process the recording of the students’ voice was transcript into the text, and then the text reduced dealing with the research problem. as the next step the data was displayed as findings. at the next chapter the elaborate. finally, the conclusion was written as the answer of the observation question. e. the outcome and the achievement indicators this observation is aimed toapply the learning to develop the students’ speaking ability. when this proved, the method can be used notonly in ikip mataram but also to all colleges and universities in lombok even in indonesia. at the same time, itis a product of this research. meanwhile, the achievements of indicator consist of: 1) the students’ abilities in communicate by english are improve. 2) the strategy can be used as a new way to teach the students for improving their ability in speaking. finding and discussion this chapter is devoted to present data display and findings of the study. it consists of (1) the students‟ strategy in learning in the class (2) how the participants negotiate one to journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 115 others, (3) the students’ communicative ability. a. students’ strategies as long as teaching and learning process. 1. the learning strategies thatused bythe students in addition to the interactional features performed by the teacher, the observation also reveals ten interactional features used by the students. these features are confirmation checks, clarification request, comprehension checks, selfrepetition, other repetition, completion, self-correction, other correction, code switching, and translation as shown in the table 4.3. a. confirmation check this confirmation check occurred when the student (addressee) intended to show the other student or teacher (addressor) that addressee had understood the message conveyed by the addressor to the addressee. confirmation check is meaning based in nature, because the focus was on meaning rather than on form. b. clarification request this refers to asking someone for help in conversation by hesitating or asking for clarification or verification. in other words, this interactional feature occurred when the addressee partially or wholly did not understand the addressor’s utterance. therefore, the addressee requested for a clarification from the addressee as shown in the following data. c. comprehension check as stated in chapter one, comprehension checks occur when the addressor wants to check whether the addressor‟s own preceding utterances has been understood by the addressee or not. they are usually in the form of tag questions, repetition with rising intonation of all or part of the utterance, or by questions such as do you understand?‟ right?‟ or do you follow?‟ for more illustration data below are presented d. self-repetition self-repetition is the students or the addressor’s repetition of part or the whole of his or her preceding utterance. it is realized in the addressor‟s exact or partial repetition of the same lexical item (s) from own preceding utterance, incorporated into a new utterance and the addressor‟s semantic repetition. the example of the data are presented below e. other repetition in this interactional feature, other repetition, the addressee repeats a part or the whole of the addressor‟s preceding utterance. this intended to give confirmation on his or her understanding of the addressor‟s utterance. there are two types of other repetition identified: (1) repetition with on word and (2) repetition with phrase. the following are some example. f. completion to negotiate meaning in the interactional conversation the students also use the device „completion‟. completion is done by the addressee to interrupt the addressor’s utterance (teacher’s utterance or students’ utterances) which is left incomplete immediately preceding the addressor’s utterance journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 116 through rising intonation and/or pause. the purpose is to proceed or to keep the interactional conversation going on. based onthe utterances, completion can be classified into: (1) completion by one word, (2) completion by aphrase, (3) completion by aclause, and (4) completion by asentence. for the data below as the illustration. g. self-correction self-correction is an interactional device used by the students to correct their own utterances. self-correction can be classified into two kinds: (1) retraced false start, a type of correction in which correction occurred by repeating a word or a phrase before the part corrected and (2) utterance false start, a kind of selfcorrection in which no repetition on a word or a phrase is done before the part corrected. for further illustration, the following data. h. other correction other correction is another kind of error correction done by the addressee to the address or utterance containing error. it occurs when the addressor’ sutterance is perceived to contain errors, then the addressee automatically corrects his or herpeer’s utterance. in other words, the addressee realizes the addressor’s wrong utterancewhich needs to be corrected bythe addressee. the utterance thatneeds correction is called “trouble source” or the source of errors consisting of a) grammatical errors, b) wrong choice of words, and c) phonological errors. i. code-switching code switching is the useof the mother tongue by the students when they find difficult in interactional conversation in the target language. it is intended to overcome longer pause by the addressor and to request for help from the addressee of what to sayin the target language. the data are illustrated below. j. expansion expansion is another strategy used by the students to clarify meaning to make their listeners understand their utterances. this can be done by :1) adding meanings to a word, aphrase or a sentence, 2) giving a synonym to the previous word inan utterance, and 3) adding more words to a word or a phrase in anutterance. data which are displayed below as the illustration. a. overcoming the students‟ silence the lecturer sometimes fails to evoke students’ responses. there are some occasions where the students give no response to the teacher’s elicitation. for the illustration data is presented below. t : hi, students do youunderstand to what i amtalking about. this expressionis followed funny body language. ss: yes sir, (while laughing) t: ok now keep attentionto thetopic b. repetition strategy the data mentioned reveals that the students ‟early speech is indicated by the repetitions, such as : s: that is, the // that is //that is the …‟; journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 117 s: „… want to be… he want to be // you know that, you know that they want to be // want to be …he want to be // you know that he want to be, youknow. this error appeared as a result of fluency problem faced by the students at the beginning until end of research time. for the illustration of the students’ speech at the end research time, data 143 is displayed below. ss: if we do if we do that uh we can make good relationship with our couple, so that we can // we can know better about her. and then he said that the consequence is to save our future. ss: yeah, it is that you can do something that is useful, talk and talk and talk. why we have to keep // we have to keep the quality of our relationship. i think we can keep our future from from a baby before uh we get married. that’s all. 2. student-student interaction in pair work in a pair work activity,here each student was required to talk or to discuss about a topic, pre-marital pregnancy‟, an interactional conversation between each participant proceeded well,mostly in english, although they produced simple or short sentences, frequently made mistakes in structural use and sometimes they used their first language at the beginning. the conversation was mostly conducted in english as shown inthe data below. s1 : be into s2 : speak loader s1 : be into, but for last week sir s2 : into….. into? s3: be into for last week… sir? s1 : yes last week…what s2 : be into, into, i am sorry, i need write… can you find eraser please… i think paper… into i’m into for example, make one sentence please 3. student-student interaction in small group work s-s interaction can also occur in small group work consisting of four students. the students were free to choose their partners to sit in groups for their discussion. each group consists of a leader, a secretary, a spokeperson, and a member. as in pairworks, the students interacted with each other and used the language maximally to exchange ideas. in expressing their ideas, they did not care about grammatical mistakes, but rather focused on meaning as shown in data below. s1: take picture with some body up s3 : ok one sentence please s4: i want keep up people every day s2: i want to keep up people…. i want to keep people up every day… ok good… then what else? s3: me sir (rise her hand) s2 : tell me your name and please s4: i’m crazy about s2 : i’m crazy about… you crazy about…ok make one sentence please s1: i’m crazy about s4 : you crazy about her (pull at to a girl student) s1: hooooe (laughing) 4. student-student interaction in whole class work student-student interaction in whole class work is a type of interaction which involves all journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 118 students in the classroom, although the speech is dominated by some students. as mentioned earlier, in this whole class workthe students get the least opportunity to experiment with the target language compared to thatin pair work and small group work. data below shows the students‟ involvement in the use of target language. lecturer explain to students: ok now aaaa bear goes on vacation (silent………) ok attention please.. if we… if we want to speak naturally we should speak with the structure.. with it own structure for example. in english we have the consonants at the end of the word, when it followed by consonant like, ate, goes and if sound just like that.. like this..goes and followed by vowel.. so it must be massive the sound must be shafted…jadi bunyinya harus di gabung [goz’on]. it just like live in… i live in mataram [ i liv in mataram] not i lif in mataram… it not natural… so when you speak with native speaker you’ll here like this i will live in … oh i’m sorry i live in mataram for example.. not i lif in matram…. you see. so bear bear goes on vacation….(silent…. while open the textbook). ok have you ever heard this is a very sway (aneh…) you cannot believe your eyes… you cannot even believe your eye that here can go on vacation. the human..ok now the past is about (cough….) the story bear goes on vacation… listen look at your book : yellowstone national park usa an elderly couple is taking a vacation in yellowstone park. they stop their car to take a picture of some bears. they leave their car doors open. a young bears gets in. he is looking for food. the man and woman do their best to get rid of the bear, but he refuses to move. so they drive 17 miles to a park ranger station with the bear in the back seat. when the man gets out to report the problem, the bear gets in the front seat. the rangers can not believe their eyes! they find a woman in the passenger seat and bear behind the wheel. for example and let’s see aaaa…. let’s see some idioms on it… on the book..on vacation… on vacation.. what else take…take vacation and take a picture…. take a picture of…. gets in… what else (sss get noise while they answer in different answer)… look for b. how the participants negotiate themeaning one to others in this part the researcher found ome ways of all participants in negotiatebetween one to others. amongst them are the interactional features used by theteacher and students, the facilitation of speaking. c. the implication of the strategy toward the students‟ competences in speaking. 1. the students‟ communicative ability as defined in chapter one, the communicative ability refers to the abilityof the students to use the spoken language correctly and appropriately. the findings of the students’ communicative ability are described in these two parts by displaying some illustrative data: the students’ communicative ability at the beginning of the semester and the students’ communicative ability at the end of the semester. a. the students‟ earlycommunication ability through the fifth semester journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 119 anobservation was done to figure outthe students‟ communicative ability development by looking atthe strategies that they applied inteaching and learning process. b. there are main strategies that identified as long the research was conducted; interactionalconversation between the teacher and students, and students in pairs and in group. the observationreveals that most students were capable of communicating in the target language, english, in spite of the inadequacies. the inadequacies are mostly in the forms of wrong sentence structure appeared in the students’ utterance. the inaccuracies of this oral language usage were found not only during the early researchbut also during the end of thestudy. speech error is a non structural error that is manifested in the form of utterances containing silent pauses, filled pauses, repeats, false starts, and corrections. these are the other indicators used to describe the students’ communicative ability during the semester of the course on communication.these speech errors show their ability in speaking as a result of their knowledge of the language.the following are the speech errors produced by the students during the observation of the course. ss:uh // and uh i think//there are the yuh because if they// i think if they give what then//give to birth, they watch the difference,like // before they, they /// make friend. uh / uh if if she talk uhwhat // to present. c. the progress of students speaking ability at the end of the research. the students‟ utterances at theend of the research got some improvement. this means thatthe quality of correction was better. as shown in data below, when the students produced a wrong expression, they realized it and then produced a correction that was grammatically acceptable. itwas found that that the students‟ ability to produce acceptable forms was better. ss: sleeping or something. maybe depending on situation to do the data. we just give opinion that ifyou do date very often every dayyou feel bored // influenced. the quality of relationship. just do itonce or twice a week. you can doevery day, but not often. everyday, every place. ss: because i think it’s // it’swestern culture. it’s not proper //not match with our culture. ss: oh, yeah. i know that westernculture can // can gave can gaveus uh to our culture, from theculture to our culture. but i thinkwestern culture have a lot of // alot of uh bad influence that causeour generation. ss: if i ask my parents // if i ask my parents to buy the original one// as the original one// as an example uh the original one forrp. 15.000, my parents will be uhyou know be suffer. we cannot pay, and of course we suffer, youwe suffer // every day i feel myself. to sum up, observation shows that the development of thestudents‟ communicative ability has been indicated by the frequency of occurrence of the interactional features used by the teachers and the students in the interactional conversation. at the early stage of study certain learning strategies journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 120 appeared more abundantly due to the students’ lack of knowledge and self confidence. whereas at the end of research these learning strategies were decreasing as a result of the increase in the students’ language knowledge and self-confidence. all learning strategies are considered facilitative, since they focus on meaning, rather than on form which may hinder the students’ interactional conversation. in addition, the students’ early language was characterized by the utterances produced containing speech errors: repetition, false start, correction, etc. at the later stage,these speech errors were decreasing as a result of the increase in the students‟ language knowledge. . conclusion this study is aimed at find out the students’ learning strategies that they applied as long as teaching and learning process. there some strategies that were applied by them; confirmation check, clarification request, comprehension check, selfrepetition, other repetition, completion, other correction, codeswitching, expansion, all of these strategies could change the students communication abilities at the end of the research. references aaitken, j.e., & neer, m. (1992). a faculty program of assesement for a college level competencey-based communication core curriculum. communication education, 41, 70-286. association of american colleges. (1985). integrity in the cillege curriculum.washington, dc: association of american cilleges. backlund, p. (1990). communication competence and its impact on public education (report no. cs507279). geographic sources: u.s.; washington. ceric document repoduction service no. ed3247. basset, r.e., & boone, m.e. (1983).improving speech communication skills: an overview of the literature.in r.b. rubin (ed.), improving speaking and listening skills, pp. 8393. san francisco:jossey-bass. bednar, a.s., & olney, r.j. (1987). communication needs of recent graduates. bulletin of theassociation for business communication, 50, 22-23. berko, r.m., wolvin, a.d., & wolvin, d.r. (1989). communicating: a social and careerfocus (4th edi.). boston: houghton mifflin. journal of english language teaching volume 4 nomor 2, agustus 2017 http://ojs.ikipmataram.ac.id/index.php/joelt issn: 2548-5865 121 bodgan, r. c., & biklen, s.k. (1992). qualitative research for education: an introduction totheory and methods. boston: allyn and bacon. boyer, e.l. (1987). college: the undergraduate experience. new york: harper and row. conaway, m. (1982). listening: learning a tool and retention and agent. in a.s. algier and k.w. algier (eds.), improving reading and study skills (pp. 51-63). san francisco: jossey-bass. task force on education for economic growth. (1983). action for exellence: a comprehensive plan to improve our nation’s school. denver: education commission of the states. vygotsky, l. (1986). thought and language. cambridge, ma: the mit press. willmington, s.c. (1989). oral communication for a career in business. bulletin of the association for business communication, 52, 8-12. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.31-40 doi:10.33394/jo-elt.v7i1.2736 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 31 word mapping in students’ vocabulary mastery #1 siti syafi’atul qomariyah, *2 bq. zuhrotun nafisah #1 english lecturer, fbmb, undikma, indonesia *2 english lecturer, fbmb, undikma, indonesia corresponding author email: sitisyafiatulqomariyah@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o this research was aimed to find out the effect of word mapping strategy in students’ vocabulary mastery. the research was experimental research. the population was the second-grade students of smp islam al-azhar nw kayangan which consisted of two classes (60 students). this research used total sampling technique to select the samples viii.1 class (30 students) as the experimental group and viii.2 class (30 students) as the control group. this research applied word mapping strategy at experimental group and word wall strategy at control group as treatment. in treatment process, the researchers found that the students were interested when the teacher applied word mapping strategy. the teacher was not only focused on the material but also guided the students to be more interactive in teaching and learning process. to analyze the data, the researchers used descriptive and inferential statistics. the result of data analysis showed that t-test 7.171 with t-table 1.672at the level of significance 0.50, it was shown that t-test was higher than t-table. on the other words, the hypothesis was accepted. article history: received: may, 2020 revised: june, 2020 published: june, 2020018nline 09 sep 2018 keywords: word mapping strategy, vocabulary mastery, how to cite: qomariyah, s., & nafisah, b. (2020). word mapping in students’ vocabulary mastery. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 31-40. doi:https://doi.org/10.33394/jo-elt.v7i1.2736 introduction the result of observing at smp islam al-azhar nw kayangan in the academic year 2018/2019 showed that students felt difficult to spell, pronounce, and memorize the meaning of words. students were confused when they combined and applied some words in conversation and writing. dealing with those statements, it could be concluded that the problem faced by students is vocabulary. this research was aimed to find out the effect of word mapping strategy in students’ vocabulary mastery. as we know that vocabulary is an important element that must be mastery when they want to be a good speaker and writer. there is no language without vocabulary. according read (2000) vocabulary is knowledge of knowing the meaning of words they are elements that are combined to make an accurate choice, so it will effectively convey thought and ideas. vocabulary is the first step to help someone learn about english. according to harmer (2007: 35) what a word means is often defined by its relationship to other words. it means that everyone needs to learn what words mean and how they are used. because of that vocabulary should be mastered and applied in the appropriate context. vocabulary is also essential when it comes to a teaching and learning process, especially in english subject. mastering english vocabulary is challenging for young students because english vocabularies are something new for them. in the position of acquiring skills, they need to examine a technique that can help them to master english vocabulary. according mailto:sitisyafiatulqomariyah@ikipmataram.ac.id qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 32 to singer et al (2003) said that teaching is helping learners to acquire new knowledge or skills. teaching consists, mainly, of telling, showing, guiding the learner in performance tasks and then measuring the results. dealing with the statement above, the teachers need to know what kinds of classroom activities so they can help their students to gain new vocabulary. teaching english vocabulary needs a variety of instructional media that will be able to help the students more attractive in receiving the lesson in the classroom. in other words, the variety of instructional can avoid students to get bored. cameron (2001) states that the words of a language split roughly into two groups according to how they are used to construct sentences. the first group, function words are words that must be learned in connection with their use in the sentence. these kinds of words such as noun determiners, auxiliaries, qualifiers, preposition, coordinators, interrogators, and sentence liners. the second group, content words or lexical words are words whose meaning is recorded in dictionaries and often states by means of definitions, synonyms, antonyms, and contextual explanation. these kinds of words are nouns, verbs, adjectives, and adverbs. nation (1990) states that to get information about which words will be most useful for learners of english, it can be done by looking at the frequency counts of vocabulary. a vocabulary count is done by making a list of words in a particular text or group of texts and counting how often and where they exist. the following table shows the types of vocabulary, their features, and their implications for teaching and learning. knowing a word implies knowing many things about the word: its literal meaning, its various connotations, its literal meaning, its various connotation, its spelling, derivations, collocations, frequency, pronunciation, the kind of syntactic constructions into which it enters, the morphological options it offers and a rich variety of semantic associates such as synonyms, antonyms, homonyms. it means that knowing a word, we have to be sure that we know the word grammatically, syntactically, phonologically, morphologically, and semantically. for example, a student who knows the word “written” will now that it is past tense form and its past participle form. the student would know that “written” is spelled with double “t”. the student will also know when and how to use the various auxiliary verb appropriately. besides knowing the form of the word, learners also need to be familiar with it s grammar. learners need to now such as irregular forms of verbs or plural nouns, the position of adjectives, etc. another aspect of teaching vocabulary is word-formation. students should know how to change a word form and when to use it. learning vocabulary is a complex process. in learning vocabulary, students may use the five essential steps as proposed by hatch et al (2008): (a). encountering new word (with sources of new words being reading, watching tv, listening to radio, conversation with native speakers, textbooks, word list, dictionary, etc., (b). creating a mental picture (visual, auditory, or both) pf word form (e.g. relating a new word with l1 words or another fls with similar sounds, using phonetic script, relating to already acquired english word that sound similarly., (c). learning the words meaning (e.g. asking the native speaker for the meaning creating a mental image of the meaning, guessing from context)., (d). creating a strong linkage between word form and meaning in the memory (regardless of the memory strategy used – as long as it is used)., (e). using words (in example sentences, collocations, various contexts, conversation, etc. in developing students’ vocabulary, the teacher should use a suitable teaching strategy. in this research, the researchers offered a strategy to solve students’ problems, especially in vocabulary mastery. there are many kinds of teaching strategies, the researchers are interested to employ word mapping in vocabulary mastery. a definition of word mapping is a graphic rendering of the words’ meaning. qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 33 word mapping is a strategy for representing knowledge in graphs. knowledge graphs are networks of concepts. networks consist of nodes (points/vertices) and links (arcs/edges). nodes represent concepts and links represent the relations between concepts. by the statements, it can be inferred that word mapping strategy is one activity to increase students’ vocabulary in english. it is often taught to be one of the most effective ways of integrating language skills in the language classroom. though the terms word mapping has been interpreted in many different ways by both teachers and textbook writers, both activities offer a flexible yet principled way of tailoring integrated skills to learner needs. swanson and howerton (2007) add using word maps gives students an opportunity to think of a word in a variety of ways. from the statements, the researcher assumes that word mapping activities that are based on graphics often give a useful way to students to have valuable practices, either when they are in the classroom activities or outdoor activities. schwarts and raphael (1985) designed the word mapping in teaching vocabulary, the procedures are as follows: (a) show students an overhead of the vocabulary-mapping organizer. point out that in order to develop a meaningful definition, the map needs to contain three relationships: “what is it?, “what is it like?”, and ”what are some examples?”., (b) to model this strategy, the teacher begins by identifying a familiar word that can be easily mapped. (examples: yogurt, rain forest, shoes)., (c) teacher writes the word on map., (d) ask “what is it?”., (e) ask “what is it like?” record students’ responses on map., (f) ask “what are some examples?” record students’ responses on map., (g) explain to students that the definition now includes properties, categories, and examples. figure 1. an illustration of word mapping (source revitalizing vocabulary, north caroline teacher academy) the researchers propose an alternative way in mastering vocabulary that is by using word mapping technique. since it is useful for helping students in mastering of word, it can help students think about new terms or concepts in several ways by asking the following questions; what is it?, what is it like?, and what are the examples?. qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 34 discussing about word mapping, many researchers have conducted for examples, sari et al, (2018) found that both vocabulary selfcollection strategy (vss) and word mapping strategy (wms) are effective to be used in teaching maritime english vocabulary to cadets with high and low metacognitive awareness. however, when we compared the effectiveness of vss and wms, the findings revealed that vss was more effective to be used in both high and low metacognitively aware cadets. the statistical analysis showed that there is an interaction between vocabulary teaching strategies, metacognitive awareness, and vocabulary mastery. coto et al (2017) have proven that semantic word mapping is good to be used in vocabulary teaching. the concept of contextual meaning and learning grammar simplicity covered in students’ needs when they are learning vocabulary. however, this research showed a beneficial impact on those who will propose research related to teach vocabulary. many beliefs claim learning vocabulary is a matter of learning, its meaning, and how to apply it. teaching vocabulary using semantic word mapping in junior high school is precise. widyawati (2016) has found that there is a significant difference in students’ vocabulary achievement who were taught by word mapping. its seen that sig. (p) value (0.010) was less than sig. level (0.05). it seems the difference between the post-test score of the experimental and control group is positive since the post-test score of the experimental group is higher than in the control group. based on the questionnaire of students’ perception, it was revealed that the students’ perception of the implementation of word mapping is positive. it seems that students are not familiar with learning word mapping before they got the treatment by using modified word mapping. but when they already got the treatment, they realize that word mapping can help them in recognizing new vocabulary. seeing the benefit o f word mapping, students think that this technique is very useful for them so that the perception of students is positive. research method research design the research design that was used in this study is quantitative approach. according to sugiyono (2017: 7) quantitative approach is as a scientific method because the scientific principles that is concrete or empirical, objective, measurable, rational, and systematic. this method is called the quantitative approach because of the research data in the form of numbers and analysis using statistics. in this study, the researcher applied quasi-experimental with non-equivalent control group design. sugiyono (2017: 114) states that quasiexperimental is developing of true experimental design. according to sugiyono (2017: 116), non-equivalent control group design is a design that includes in two groups while that experimental group and control group, in this research not chosen by randomly. experimental group and control group design used by pre-test and post-test. by using this design, the researcher treated different treatments for two groups. the experimental group was treated by using word mapping strategy and control group was treated by using word wall strategy. population and sample according to miller (2005: 53), a population is defined as a collection of all the possible objects, people, or scores of a particular type. the population of this study is the second year students of smp islam al-azhar nw kayangan academic year 2018/2019. it consists of two classes (viii/1, viii/2), where viii/1 consists of 30 students, viii/2 consists of 30 students. the total number of students was 60 students. based on the total number of population, the researcher took two classes as the sample of this research; experimental and control class. to determine the sample of this research, the researcher used the total sampling technique, because all of the population are used. qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 35 instruments the research instrument was used as a data collection tool, and instruments commonly used in research (sugiyono, 2017: 102). the instrument of data collection in this research is vocabulary test in the form of multiple-choice that consists of 25 questions with 4 options (a, b, c, or d). data analysis according to sugiyono (2011: 137) “techniques of data collection is one of category concerning the ways in which data is collected, can be done in a various of settings, in various sources and in various ways.” it means technique of data analysis is the way to collect any information or the data from the student, to support the researcher to get much information. the techniques of data collection that the researcher used are: (1) pre-test is the first step of collecting the data. at the first meeting, the researcher gave the same pre-test for both groups (experimental group and control group) as the sample of the research. this pre-test aimed to know the ability of the students’ vocabulary mastery before giving the treatment. (2) the post-test is the second step of collecting data in this research. this step was conducted after given the treatment. this test was given to find out the result of the students’ vocabulary mastery after treating by using a different strategy. the technique of data analysis is the way used by the researcher in analyzing the data that has been collected. in this research, the researcher used spss 19 in analyzing the data. descriptive analysis was used to display the important features of the data. the most commonly used measures of central tendency are mean, median, mode, and standard deviation. meanwhile, inferential statistic is an analysis derived from a sample of data that were used to make inferences about the population from the sample. in this research, the researchers used a t-test to compute the data which is the interval and derived from two samples. to find out the value of the t-test the researcher used spss 19 to find the data. this program helped the researcher to find out the value of the t-test. to identify whether there is an effect or not word mapping strategy toward students’ vocabulary mastery, the research compared the result of the t-test and t-table. if the t-test ≥ ttable, the alternative hypothesis would be accepted. it means that word mapping strategy have effect toward students in vocabulary mastery. if the t-test ≤ t-table, the null hypothesis would be rejected. it means that word mapping strategy have no effect toward students in vocabulary mastery. research findings and discussion research findings this part was the description of the result of the pre-test before teaching by using word mapping strategy. the result of the data analysis showed the highest score is 60 and the lowest score is 40, the mean score is 49,60, the mode score is 48, the median score is 48,00, the standard deviation is 5.715. the following data frequency of distribution which was created based on steps of data analysis. qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 36 table 1 descriptive analysis pre-test of experimental group n valid 30 missing 0 mean 49.60 median 48.00 mode 48 std. deviation 5.715 range 20 minimum 40 maximum 60 figure 2. histogram and polygon pre-test experimental group based on the figure 2, it is shown that the frequency of students who got the score between 40-43 was 3 students. the frequency of students who got the score between 44-47 was 5 students. the frequency of students who got the score between 48-51 was 8 students. the frequency of students who got the score between 52-55 was 8 students. the frequency of students who got the score between 56-59 was 3 students. and the last frequency of students who got the score between 60-63 was 1 student. this section contains the results of research and analysis done with an emphasis on the answer to the problems. the author(s) is recommended to discuss the results according to the findings. in research findings, the author(s) is expected to report the results of procedures in the previous section and to display the data (text, tables, and/or figures) that supports further discussion. any kind of data should be displayed chronologically as mentioned in the section about methods. in order to know students’ score after the treatment, the researcher gave post-test, then the researcher got the score of the post-test after that the researcher calculated it by using descriptive analysis. furthermore, the result of the analysis showed that the highest score of the post-test was 92 and the lowest score was 60, the mean score was 72.53 the mode score was 68, the median score was 72, the standard deviation was 8.119. the frequency distribution and bar chart of the data were shown in table 2 and figure 3. 0 1 2 3 4 5 6 7 8 9 40-43 44-47 48-51 52-55 56-59 60-63 qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 37 table 2 descriptive analysis post-test of experimental group figure 3. histogram and polygon post-test experimental group based on the figure 3, it is shown that the frequency of students who got the score between 60-65 was 5 students. the frequency of students who got the score between 66-71 was 7 students. the frequency of students who got the score between 72-77 was 10 students. the frequency of students who got the score between 78-83 was 5 students. the frequency of students who got the score between 84-9 was 2 students. and the last frequency of students who got the score between 90-95 was 1 student. the data were obtained from students’ pre-test and post-test scores from control class. the result of the data analysis showed before giving the treatment using word wall mapping, the highest score was 60 and the lowest score was 40, the mean score was 47,13, the mode score was 40, the median score was 46,00, the standard deviation was 7,551. in post-test, the highest score was 78 and the lowest score was 40, the mean score was 56,07 the mode score was 60, the median score was 54,00, the standard deviation was 9,606. at the end, the result of the testing hypothesis in the t-test formula shows that t-test was 7,171 and the t-table was 1,672, with significance level 0,05 with the degree of freedom 58. therefore, the score of t-test was higher than t-table (7,171>1,672), that can be concluded that null hypothesis (ho), which state: “there is negative effect of word mapping strategy in vocabulary mastery at smp islam al-azhar nw kayangan in academic year 2018/2019”, clearly was rejected. therefore, the alternative hypothesis (ha), which states: “there is 0 2 4 6 8 10 12 60-65 66-71 72-77 78-83 84-89 90-95 statistics n valid 30 missing 0 mean 72.53 median 72.00 mode 68 std. deviation 8.119 range 32 minimum 60 maximum 92 qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 38 positive effect of word mapping strategy in vocabulary mastery at smp islam al-azhar nw kayangan in academic year 2018/2019”, clearly was accepted. after computing the result of the data in this research, it was found that word mapping strategy has effect towards students’ vocabulary mastery. it showed that the mean score of experimental group was 72.53, and the mean score of control group was 56.07 (72.53≥56.07). further, the result of calculating the t-test was higher than the t-table. the result of the t-test was 7,171, while the result of the t-table was 1.680 (7,171>1,672). based on the research above, the researcher concluded that word mapping strategy has any significant effect towards students’ vocabulary mastery. therefore, the alternative hypothesis was accepted and the null hypothesis was rejected. discussion this research aimed at finding the effect of word mapping strategy in students’ vocabulary mastery. the result of finding showed that the pre-test and post-test score of both experimental and control group were different. the pre-test and post-test scores of experimental group were higher than the score of pre-test and post-test in control group. it was indicated that this strategy improved vocabulary mastery. it was proven by the ability of students to categorized and arranged words by using word mapping. when students were working together to make a word mapping, their experiences are more meaningful processing of study material. anderson (2015) stated that more meaningful processing of material can result in better recall. word mapping is effective to be implemented. by using word mapping, the students can learn how to arrange information or word into a meaningful word map which was easier to be understood and remembered than a plain text. graves, (2008: 94) defines that the word mapping strategy is one of the most powerful approaches to teaching vocabulary because it engaged students in thinking about word relationships. word mapping strategy gave a good contribution to the teacher in teaching vocabulary. word mapping strategy required a more complex process. qomariyah and nafisah (2020) stated that good strategy also give chance for the students to competence in memorizing the vocabularies in the teaching and learning process. in the implementation of this strategy, there are many phases that is conducted namely (a) show students an overhead of the vocabulary-mapping organizer. in this phase, students could organize the word. (b) to model this strategy, the teacher begins by identifying a familiar word that can be easily mapped. (examples: noun, verb, etc)., according to anderson (2015) people usually attend to and can remember more easily something that they consider to be meaningful or important., (c) teacher writes the word on map., (d) ask “what is it?”., (e) ask “what is it like?” record students’ responses on the map., the students have a good response when the teacher applied strategy. the students made a map dealing with teacher’s instruction., (f) ask “what are some examples?” record students’ responses on map., students could arrange some words and combine the word to be a map, (g) explain to students that the definition now includes properties, categories, and examples. the teacher gave feedback and explain more about the materials. word mapping strategy could give the ability to promote students’ deeper understanding of words. the students should realize that learning english is their requirement. they could not only learn to depend on their teacher. they had a responsibility to learn it by themselves. especially in learning vocabulary, it was impossible to learn all of the new vocabularies from the teacher. they should learn other sources like the internet, short story, and others. the students also had a responsibility to apply the new vocabulary in their daily life in order to retain their memory of the new vocabulary. vocabulary is the first step to help someone learn about english. according to harmer (2007: 35) what a word means is often defined by its relationship to other words. it means that everyone needs to learn what words mean and how qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 39 they are used. because of that vocabulary should be mastered and applied in the appropriate context. the teacher was one of the most important factors in teaching english. the teacher was as facilitator and became the key of the success in teaching and learning english. the teacher had to be more creative in design and made a lesson plan. word mapping strategy could be one of many alternative designs that is able to use in teaching vocabulary. so, the teacher can motivate students to join the activity of learning in the class and they were not bored with the learning process. the result of this research showed that the word mapping strategy was effective to be applied in teaching vocabulary. in this case, teachers can use word mapping strategy in teaching vocabulary. since, word mapping strategy gave positive effects in facilitating students to write or organize words. conclusion based on the analysis, it can be concluded that word mapping strategy has effect in vocabulary mastery. the analysis of pre-test and post-test scores proved that both groups showed improvement after word mapping was applied. the process of teaching vocabulary through word mapping strategy is good in that the students are mostly satisfied. before treatments, the students were not familiar with learning word mapping strategy. however, when they already got the treatment, they realize that word mapping strategy could help them in recognizing new words. seeing the benefit of word mapping, the students think that this strategy is very useful for them so that the perception of the students is positive. this research focuses on word mapping strategy in vocabulary mastery. the result showed that there is a significant effect of the students’ vocabulary mastery between the experimental and control group. dealing with the result, students’ vocabulary mastery in experiment group is better than the students in control group. it means that teaching of word mapping strategy can promote students’ vocabulary mastery. this happened due to the fact that word mapping strategy can help students to develop their mastery of vocabulary. references anderson, j. r. (2015). cognitive psychology and its implication. worth publisher: new york. anggaraini, d. o., et al. (2019). improving students’ mastery of vocabulary found in reading texts by using word mapping to the first grade. u-jet, 8(2), 1-8. cameron, l. (2001). teaching language to young learners. new york: cambridge university press. coto, r. y. (2017). the use of semantic word mapping in vocabulary teaching. department of language and arts education. unpublished thesis. tanjungpura unversity. graves, m. (2008). what research has to say about vocabulary instruction. new york: international reading association. harmer, jeremy. (2007). the practice of english language teaching 4th edition. new york: longman. hatch, e., & farhady, h. (1982). research design and statistics for applied linguistics. u.s.a: newbury house publishers, inc. karendra, r. (2013). the implementation of word mapping strategy to increased students’ vocabulary mastery at the first grade of sma n 1 rumbia lampung tengah. bandar lampung: university of lampung. qomariyah word mapping in students’ ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 40 nation, i. s. p. (1990). teaching and learning vocabulary. massachusetts: heinle & heinle publishers. qomariyah, s. s., & nafisah, b. z. (2020) examining think-talk-write (ttw) strategy in students’ vocabulary mastery. jollt journal of languages and language teaching, 8 (1), 72-82. https://doi.org/1033394/jollt.v8il.2240. read, john. (2000). assessing vocabulary. cambridge: cambridge university press. sari, i. l., & sutopo d. (2018). the effectiveness of vocabulary self-collection and word mapping strategies for teaching vocabulary to maritime cadets with high and low metacognitive awareness. english education journal, 8(1), 35-42. schwartz, r. m., & raphael, t.e. (1985). concept of definition: a key to improving students’ vocabulary. the reading teacher, 39(2), 198-205. singer, a. j., murphy, m., & hines, s. m. (2003). teaching to learn, learning to teach. london: lawrence erlbaum associates. sugiyono. (2017). metode penelitian kuantitatif kualitatifdan r&d. bandung: alfabeta. swanson, e. a., & hawerton, d. (2007). influence vocabulary acquisition for english language learner. intervention in school and clinic, 42(5), 290-294. widyawati. (2016). investigating the impact of word mapping on the students’ vocabulary achievement and the students’ perception at junior high school level. unpublished thesis. department of language and arts education: lampung university. https://doi.org/1033394/jollt.v8il.2240 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.68-73 doi:10.33394/jo-elt.v7i2.3191 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 68 utilizing a new technology of english discoveries platform in implementation of blended learning to improve english speaking performance #1 waode hamsia, *2 yatim riyanto, *3 fajar arianto #1 doctoral program student, department of education of technology, state university of surabaya, indonesia *2 lecturer, department of education of technology, state university of surabaya, indonesia *3 lecturer, department of management of education, state university of surabaya, indonesia corresponding author email: hamsiawaode@yahoo.com a b s t r a c t a r t i c l e i n f o this research focused on the implementation of blended learning through the platform of english discoveries to analyze the relationship between blended learning to take an effort to improve self-regulated learning and learning outcomes in speaking skill. this research used a qualitative approach. the subjects were 20 students of the second semester in speaking class at muhammadiyah university of surabaya. the result showed that the implementation of blended learning model can improve self-regulated learning and learning outcomes in speaking skill. therefore the blended model can be implemented successfully. article history: received: october revised: november published: december keywords: blended learning, english speaking performance, self regulated learning, how to cite: hamsia, w., riyanto, y., & arianto, f. (2020). utilizing a new technology of english discoveries platform in implementation of blended learning to improve english speaking performance. joelt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 68-73. doi:https://doi.org/10.33394/jo-elt.v7i2.3191 introduction in this modern digital era, online learning is certainly needed that can be done anywhere and anytime by students. blended learning model is the way that makes the learning activity easy because it combines a variety of ways in a process of learning and teaching. the combinations are face to face teaching and online teaching, but more than that as an element of social interaction. the students not only get a learning experience when accompanied by a lecturer in class or outside the classroom but also get a wider and independent learning experience. therefore the learning objectives can be achieved that is the important one in the teaching process. educational technology is a social science that develops based on needs. these needs can arise through various problems in the learning process. to solve these problems educational technology has its area, one of which is the area of educational technology development. by developing learning resources aimed at overcoming the problem of learning difficulties. (seel, barbara, and richey, 1994: 1) argue that educational technology is a theory and practice in the design, development, utilization, management, and assessment of processes and resources for learning. this definition can emphasize that the use of learning resources has a close relationship with educational technology. while in the latest definition in aect that educational technology is the study and practice ethics in an effort to facilitate mailto:hamsiawaode@yahoo.com hamsia utilizing a new technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 69 learning and improve performance by creating, using, and managing appropriate technological processes and resources (januszewki, a, & molenda, 2008). the blended learning model integrates information and communication technology (ict) effectively to improve teaching experience and learning outcomes for students and lecturers better. technological advances provide opportunities for the lecturer to design and deliver lecturing to enhance the learning experience by motivating students through interactivity and collaboration. therefore the blended learning model not only uses technology that is already available but the lecturer as a facilitator must be able to find better ways to support students achieving learning goals to be able to communicate in english to be more competitive and have the opportunity to win challenges in the world of work in the industrial era 4.0. “too often the opportunities and advantages of the use of technology in the learning process are poorly exploited” (oliver, r., herrington, j., & reeves, 2003). ideally, blended learning experiences should be participatory, not just interactive so that the process of cognition and collaboration are both enhanced. the students learn english in thinking and working together. therefore the good preparation and determining the right decision is very important not only for efficient use but also a quality learning experience for the students. the lecturer who teaches the different student levels is called dealing with mixedability class. this is a challenge even for experienced lecturers. there are various abilities of students, namely learning style, intelligence, learning ability (language competence), cultural background, motivation, and self-confidence. the idea of increasing students’ english speaking performance was implemented the blended learning model in english class by utilizing new technologies, namely the english discoveries platform. english discoveries is an advanced english learning platform that gives the topics in integrated learning. the topics are in reading, writing, speaking, listening, vocabulary, pronunciation, and grammar. not only the topics are in learning english but also there are some games and magazines. the students who use the platform must be tested firstly in the placement test. since the topics that the students get can be appropriate with the student’s ability. in other words, the topics in english discoveries consist of different levels that are basic, intermediate, and advance as the student’s need. the platform is from edusoft ltd. that is in technology-based, comprehensive english language learning solutions, serving a wide range of educational, government and corporate sectors worldwide. http://englishdiscoveries.net/the-global-standard-in-englishlanguage-learning-solutions/. in this research that willey (2002) said learning objects as digital entities are used in learning which also broadly means education and training. learning objects are defined as any digital or non-digital entity that can be used, reused, and become a reference in technology-assisted learning. since the prospective about the definition of learning objects are still diverse, we need consistency with the literature to design and create learning objects. lujara et al (2007) stated that learning objects can be in the form of teaching materials for long periods and may be the result of new development according to the quality of e-learning content. in addition to the support of learning objects and the composition of the learning process time, the application of the blended learning model also needs to be supported by other factors found in students. these factors include factors within students themselves such as individual intelligence, learning abilities, learning styles, motivation, and character. the successful learning activity can be achieved if all of these factors interact properly and efficiently so that they need active and scientific control. dong and zhou (1994) said that these factors are called self-regulated learning (srl). in this research, srl is defined as a way that is owned by students in conducting learning activities so that learning outcomes are obtained in accordance with their abilities. according to woltres (2003), srl refers to student motivation and goal orientation as a measure of active participation behavior in the http://englishdiscoveries.net/the-global-standard-in-english-language-learning-solutions/ http://englishdiscoveries.net/the-global-standard-in-english-language-learning-solutions/ hamsia utilizing a new technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 70 learning process. in addition, palacious & gascon (2010) stated that slr refers to the process of student activity in learning and is defined as deliberate planning and monitoring of the cognitive and affective processes involved in the successful completion of academic assignments. therefore orhan (2007) said that the role of srl in the application of the blended learning model is directly related to the active and constructive processes of students in an effort to monitor, regulate, and control their learning behavior in order to obtain information during learning. this research used as a reference for the implementation of the blended learning model that requires supporting skills for lecturers who teach english using english discoveries so that students can optimize the learning provided. martyn (2003) said that a successfully blended learning environment consists of one initial face-to-face meeting, online assignments (weekly) accompanied by online consultations, and closes with one final exam in the form of face-to-face or exams write in class with the assistance of the supervisor. thus, hooper (1992) said that students have more opportunities to develop themselves and take responsibility for themselves. it improves their social competence, increases their selfconfidence (byers, 2001), improves their skills to gather information, and achieve achievements (kendall, 2001). the problems that can be raised in this research is as follows that from planning and implementation ranging from lecturer to students’ learning outcomes, based on interviews with the lecturer that the results of learning speaking skill is very low. teaching using the lecture method, question-answer, and assignments, are considered not to provide much learning experience for practicing english. while in the implementation of the placement test there are still many students who have low scores so that the level obtained is also still relatively low for the student level. based on these learning conditions, it takes effort in order to improve self regulated learning and learning outcomes speaking skill such as providing opportunities for students to study english intensively for 24 hours anywhere and anytime. therefore they have many opportunities to practice. especially in online learning using english discoveries. research method research design this research used a qualitative method. as bogdan and biklen (1982) said that there are five features of qualitative research: (1) it has the natural setting as the direct source of data and the researcher is the key instrument, (2) it is descriptive, (3) it is concerned with the process rather than simply with the outcomes or products, (4) it tends to analyze data inductively, and (5) meaning is its essential concern (researchers who use this approach are interested in the ways different people make sense out of their lives). moreover, qualitative research pays great attention to the process rather than outcomes. this research would explain about how is the implementation model of blended learning through the platform of english discoveries to analyze the relationship between blended learning to take an effort in order to improve the self-regulated in speaking skill. population and sample the subjects of this research are 20 students of the second-semester students of english department in speaking class. instruments in this research, observation and interview techniques were used in collecting the data needed for this research. the researcher recorded what people say, observed what they do, and asked them questions when it was needed. hamsia utilizing a new technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 71 data analysis the data of this research is student’s verbal and non-verbal language used during communication in the speaking class. therefore a conclusion could be drawn that qualitative research focused mainly on activities or situations in which a researcher becomes a key instrument to collect the data that are in the form of words and pictures that later can be analyzed inductively. research findings and discussion research findings based on observations of learning activities using the blended learning model with the english discoveries platform for 3 meetings, it appears that the learning atmosphere is more conducive where students are enthusiastic, disciplined, and motivated while participating in learning activities. when implementing learning with the blended learning model students gave very close attention to the delivery of material by lecturers both online and more towards daily conversation practice material. while the delivery of face-to-face material is more directed at the discussion of grammar, the use of vocabulary, and pronunciation. during learning, students practiced speaking directly in english with their friends and lecturers. this triggers speaking class activities that can improve speaking skills. the lecturer was a facilitator and mediator of learning. this was consistent with the application of the blended learning model that focuses on successfully organizing the english learning experience. at this stage that the students with the guidance of lecturers elaborate on the knowledge that had been obtained online and face to face in class to support the implementation of practice using blended learning through english discoveries platform (bl-edp). the lecturer prepared the students to learn by explaining why this teaching material is important to be mastered by their competence and provides direction for the students to explore the material online using (bledp) or when face to face learning. this was the preparation stage of learning to discuss material about home tours which can be used for learning speaking practices to describe rooms in the house. in practical use activities (bl-edp), the role of the lecturer is to supervise and explain when the students asked questions and experienced the difficulties in teaching and learning process. after the discussion was over, continue with the presentation. during the presentation, other students were very attentive and seemed enthusiastic and motivated by the students who were presenting. there were the students who asked questions and gave questions to students who are presenting. in this case, the lecturer facilitated the students to construct learning experiences in mastering learning competencies. the role of lecturers in learning is as a facilitator or moderator. figure 1. the process of teaching in class figure 2. the process of discussing online material hamsia utilizing a new technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 72 figure 3. accessing the material by phone figure 4. accessing the material by laptop discussion the application of blended learning through the english discoveries platform and self regulated learning (srl) were directly related to the way students absorbed and got information both face to face learning and online learning. therefore, the level of srl supports the achievement of student academic achievement. the role and support of srl in each student for learning done face-to-face and online using the english discoveries platform shows the results of different speaking skills. the european higher education area (ehea) also recommends the importance of srl for students in learning. srl is a cognitive factor, motivation, and contextual factors that influence the learning process. srl refers to the activeness of students in learning. srl is as deliberate planning and monitoring of the cognitive and affective processes involved to complete tasks online. so that learning is not only controlled by external aspects but also internal aspects that are self-regulated. therefore, learning must be understood as an active, constructive, and self-regulated process (montalvo, f.t. & torres, 2004). so students who have high srl ability have the ability to actively participate in the learning process. from the results of the srl questionnaire given to students that they can regulate themselves, they can plan, organize, structure themselves, monitor, and evaluate themselves in learning. so motivatively, individuals who self-regulate can have self-confidence and have independence. srl had been proven to be able to improve student speaking skills learning outcomes. the lecturer can also always monitor the progress of student learning through the teacher management system in the english discoveries platform. therefore it can be seen that students who have a good srl to determine the target of english learning was achieved. conclusion teaching and learning of speaking are an important part of any language education classroom. not only the lecturer did the spoken language offer for learning as the main communicative skill, but it was also an important component of the learning model and learning outcomes. however, teaching speaking remained the challenging for the lecturer. this research that was implemented the blended learning model through english discoveries platform to increase students’ speaking skill and self-regulated learning. using of the english discoveries platform can make students easy to learn english anywhere and anytime. they can practice english for integrated skills to increase student’s speaking skill. the activities are face to face and online learning that can help the students to increase their self-regulated learning of speaking skill. the students would not only learn the receptive skills that were listening and reading but also they learned the productive skills that are writing and speaking skills. the speaking skill is the most important thing in learning english language. therefore the students can achieve the goals that how to speak english well. hamsia utilizing a new technology ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 73 acknowledgment the authors thank to muhammadiyah university of surabaya for facilitating this research. references bogdan, r., & biklen, s. (1982). qualitative research for education: an introduction to theory and methods. allyn and bacon. byers, c. (2001). interactive assessment: an approach to enhance teaching and learning. journal of interactive learning research, 12(4), 359–374. dong, q., & zhou, y. (1994). self regulation in students’ learning. journal of beijing normal university (social science edition), 1(8)–14. hooper, s. (1992). cooperation learning and computer-based instruction. educational technology research and development, 40(3), 21–38. januszewki, a., & molenda, m. (2008). education technology: a definition with commnentary. lawrence erlbum association taylor and francis. kendall, m. (2001). teaching online to campus, based students: the experience of using web ct for the community information module at manchester metropolitan university. education for information, 19(4), 325–346. lujara, s., kissaka, m., bhalalusesa, e., & trojer, l. (2007). learning objects: a new paradigm for learning resource development for secondary schools in tanzania. international journal of human and social sciences, 3(2), 150–154. martyn, m. (2003). the hibrid online model: good practice. educause quarterly, 1, 18–23. montalvo, f., & torres, m. (2004). self regulated learning: current and future direction, spain: department of education: university de navarra. electronic journal of research in educational psychology, 2(1), 3–27. oliver, r., herrington, j., & reeves, t. (2003). creating authentic learning environments through blended learning aprroaches global perspectivez, local designs. new york: jossey bass. (c.bonk & c.graham (ed.). jossey bass. orhan, f. (2007). applying self regulated learning strategies in a blended learning instruction. world applied sciences journal, 2(4), 390–398. palacios, a., & gascon, r. (2010). self regulated learning in blended learning environments. attitude as antecedent variable. iceri2010 proceedings, 1678–1686. seel, b., & richey, r. (1994). teknologi pembelajaran definisi dan kawasannya. universitas negeri jakarta. wolters, c. (2003). understanding procrastination from a self-regulated learning perspective. journal of educational psychology, 95, 179–187. https://doi.org/10.1037/0022-0663.95.1.179. https://doi.org/10.1037/0022-0663.95.1.179 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.72-82 doi:10.33394/jo-elt.v9i1.5233 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 72 emerging word games to improve young learners' vocabulary skills in ambonese islamic school rohib adrianto sangia english tutor, faculty of teacher training and education, iain ambon, indonesia corresponding author email: rohib@kemenag.go.id a b s t r a c t s a r t i c l e i n f o this study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade vii mts hasyim asyari ambon academic year 2020/2021. this research was conducted in three cycles. using word games as a methodology in teaching english vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. then in the core activity, the teacher applies the word games. the teacher gives instructions about the rules and activities of word games. in the closing activity, the teacher asks students to express their difficulties and problems when doing word games. the subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. during the first cycle, learning was carried out using word game methodologies. the number of students who achieved completeness threshold rose to 16 people or 64%. in the last cycle, all students can complete the post-test with the same methodology. it shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes. article history: received: june, 2022 revised: june, 2022 published: june, 2022 keywords: word games, classroom action research, vocabulary teaching, young learners how to cite: sangia, r. (2022). emerging word games to improve young learners' vocabulary skills in ambonese islamic school. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 72-82. doi:https://doi.org/10.33394/jo-elt.v9i1.5233 introduction the indonesian government has determined that junior high school is a level where students must study a foreign language such as english or arabic for the first time. for this reason, the english curriculum at the junior high school level is structured by giving more portions to teaching basic vocabulary as capital towards advanced language skills. one of the critical language component skills is mastering the target language vocabulary. it needs to be managed by language students at every educational institution in indonesia. they would face difficulty using english when they do not have enough range of vocabulary. vocabulary is a collection of lexical elements of a language, written or spoken, with cultural meanings used by individuals or communities to connect and mingle within society (krundysheva and gubareva, 2020). additionally, learning could be defined as transforming behavior for the better and is an effort to develop better associations as an outcome of understanding. english vocabulary teaching makes students active in learning and memorizing new lexical resources, which can be strengthened when they produce to display personal and relevant senses. students' participation in vocabulary learning activities could provide them mailto:rohib@kemenag.go.id sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 73 to be active and memorize words better. teaching english vocabulary must also involve knowing its form and meaning (hutz, 2018). therefore, there are a couple of critical arguments for understanding an utterance at the most basic level in teaching target language vocabularies. according to narzullayevna and jamshidovna (2021: 73) the following factors would cause some difficulties in learning new english vocabulary. firstly, some words that difficult to be articulated are harder to learn. some groups of students do not recognize the word's sound. for instance, some groups of students could carry out some words with consonant fragments such as strength, chips, or breakfast. the second is spelling. on most occasions, the pronunciation of a word sounds like a spelling imbalance, which is likely the major problem in either pronunciation or spelling and could lead to learning difficulties. the next factor is words' length and complexity. long words do not appear more challenging to be mastered than shorter ones. however, as a sufficient method for an immediate goal, highfrequency words are likely to be short in english, so learners often tend to understand them. another difficulty is grammar, mainly if it differs from the same first language. then means that it often confuses students because language translation is often related to context, and most of it is not absolute. some rare notions also could contribute to challenges for a student in the learning process. games have a position as critical points in teaching english. as stated by lazizbek, setora, and sardor (2022: 139), a game is defined as an activity consisting of rules, goals, and fun. games are fruitful for both the english teacher and students. games make it possible to create pleasurable activities for students to motivate them to participate in classroom activities. it is revealed that students learn a language without boredom in a class by organizing games. students would react positively to using games for anxiety and nervousness and get drastic learning outcomes (mihaljević & nikolov, 2019). a game touches students' motivation to become a player. it is an alternative way to encourage students to snowball their interest in learning. in this way, they drop the burden of learning another language. games in language classes make students more comfortable following activities and not feel anxious in the teaching and learning process. there are a number of motivations why teacher should deploy games in foreign language learning. summarized from howell, harris, and zakrajsek (2015: 124), games are beneficial in foreign language learning for some reason. to begin with, games encourage students to remain engaged in the learning process and help active students become active students who may not have been active students earlier. the second benefit of playing in the classroom is fostering a more positive and welcoming environment. thirdly, because students need to practice their english proficiency, games are a wonderful method that can be used to help students develop their abilities. fourth, students' english can be found in various contexts thanks to the games they play, which allow them to investigate their own experiences and broaden their perspectives. fifth, the game is an effective method for instructing students of all ages on various topics, and students of any age may use it. in addition, there are some game-related benefits associated with english teaching. according to jones (2020), jassim & dzakiria (2019), and klimova (2015), some of the benefits of using games in language instruction include increasing student motivation and fulfilling self-development goals; using challenges and competency systems to attract students' attention and encourage them to complete their assignments; students' material on the ability to understand english is developed through the use of games; the game provides clear rules and objectives; games improve students' thinking, the way they solve problems, and the way they imagine; learning in groups is facilitated by games, and teachers can distribute games to students as rewards or prizes in the classroom. sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 74 the first step in the right direction toward motivating students to follow the game's rules is to create an enjoyable learning environment. in addition, if the class has characteristics that make learning possible, then classroom game activities can be considered fun learning. according to kumar et al. (2016: 33) the idea that education can also be enjoyable is a potent one that can be used to develop an approach to teaching and learning in the classroom. when learning is enjoyable, students are more likely to participate, smile, and feel at ease in class. it is easy to tell when students are having a good time learning simply by observing the expressions on their faces as they play educational games. next, the authentic learning sensation, curiosity, collaboration, discussion, and fun are all provided by learning in a fun way. the learning process is called fun learning, when students can describe the activity as fun. therefore, students will be more engaged and enthusiastic in their work if given fun learning activities. word games are a type of spoken game or board game that is frequently designed to test a player's language skills, most notably their command of the english language. word games can include puzzles or word search games (tasneem, 2019). word games are played for entertainment purposes the vast majority of the time, but they also have educational applications. students can naturally develop essential language skills like spelling while playing games like hangman, which they can enjoy. researchers have discovered that adults who play word games frequently, which require comprehension with a greater vocabulary, have improved brain function later in life. spelling bee and wheel of fortune are just two examples of the popular word-based game shows broadcast on radio and television throughout the entirety of the medium's history. there are various types of word games available for both children and adults. tasneem (2019: 1) has created a list of word games. the first is letter arrangement games. in this type, players must form meaningful words from the words given. this game has two objectives, namely vocabulary testing and lateral thinking skills. the second is paper and pencil games. as the name suggests, this type of game requires a piece of paper and a pencil or pen. the goal is simple: to have to write words depending on different parameters. thus, different games have different sets of rules and parameters. for example, the player must fill the blocks or grid with the appropriate words based on the clues. it could be said as the most popular word game in history, including in english learning classrooms almost all over the world. the last one is semantic games, which are word games that require participants to think in higher order than average. this game focuses on the semantics or meaning of words. player knowledge of particular languages is tested extensively. it has become a nature where students, especially children, really like game activities. thus, the smart move is to encourage them to play a constructive and non-violent game. for this reason, word games have several important reasons for students to improve their vocabulary skills (tasneem, 2019). the main reason is as a tool to sharpen students' cognition. physical exercise is vital for the human body. nevertheless, brain training is just as necessary. the main benefit of word games is a cognitive exercise. the more often students play these word game puzzles, the more polished their brains will be. the second reason is for vocabulary enrichment. most word games require strong skills in vocabulary. the more words students know, the better their scores. moreover, they will most likely collect new words while playing the game. so, playing these games undirectly would help students build a more substantial vocabulary base. the following reason is to test the vocabulary and spelling skills to be more accurate. when students play crosswords, scrabble, or hangman, they must have strong spelling skills. they provide many great ways to learn spelling words. various spelling quizzes can appeal to many players and have even been made available on social media platforms. the last reason is to fight boredom with more productive things due to monotonous learning. in conclusion, sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 75 games are always a fun activity for students of all ages. instead of pressuring students to learn, the teacher should facilitate them to learn with word games. the use of word games in the classroom to teach students english vocabulary has many advantages for teachers and students, but it also might be challenging for them (naderiheshi, 2022). students will be more interested in the content they are being taught if this strategy or game is used throughout the instruction process. because playing can lead to the unintentional acquisition of knowledge, the second benefit of incorporating the game into the teaching and learning process is that it provides students with increased possibilities to comprehend the content presented to them. on the other hand, the first downside of incorporating games into the teaching and learning process is that it piques the students' attention to the game, even when they are all busy and boisterous. there are instances when they babble and move about an excessive amount. when students are in such a state, it is challenging for teachers to maintain control. the second disadvantage is that the teacher does not have enough time to supply some more terminology and clarify the content. therefore, there is no longer time for the teacher to explain anything more or assist the students in learning the new language. based on the observations and the background above, the researchers found a negative phenomenon in delivering english lessons to the seventh-grade students of madrasah tsanawiyah (mts – islamic junior high school ) hasyim asyari ambon. their difficulty in mastering a range of lexical resources makes their learning outcomes relatively underrated. of the 25 students who will be the research object, only 20% of students can exceed the minimum completeness threshold at 70 points in the pre-cycle process. in the end, it was found that the average class in pre-cycle learning was at number 50. this result was far from the minimum threshold for class completeness. the observations showed that the teacher did not use the learning media with the correct methodology under the previous explanation. from the results of pre-cycle observations conducted by researchers, it was found that the facts were that the english teacher still used conventional methods and lacked the motivation to make improvements and use methods and techniques. all language teachers should mind that they cannot apply a couple of strategies to deliver language materials at various levels. thus, hattie, bustamante, almarode, fisher, and frey (2020: 4) suggests that teachers can recognize students' character and choose suitable strategies. teachers should accommodate students' needs, interests, and learning styles to make the lesson more enjoyable. so that every time a teacher teaches, a certain strategy to introduce a learning material needs to be figured out. an effective teaching strategy could be fruitful for both teacher and student to achieve instructional goals within a joyful learning process. after strategies, various teaching technique is the implementation of teaching method in the level of procedure which is take place in the classroom, especially common nouns. one of them is to use the method suggested by yusufovna (2021: 3), widiastuti et al. (2021: 41), humaidan & martin (2019: 223), and gunderson et al. (2019: 89) namely word game. word games, among other teaching methodologies, are believed to bring advantages and effectiveness in learning vocabulary in various ways (yusuf, 2018). games could reduce students' anxiety and entertain students. another reason is that games usually would strengthen class members' bonding and teach students how to build collaboration. with the explanation of the facts and problems described previously, the researchers conducted a classroom action research study (car). related to the background, problem identification, and alternative problem solving, the researchers formulated the research questions as follows: 1. how to implement word games in learning new vocabulary for grade vii students of mts hasyim asyari ambon in the 2020/2021 academic year? sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 76 2. what are the impacts of implementing the word games have on student learning outcomes related to learning new vocabulary in grade vii mts hasyim asyari ambon for the 2020/2021 academic year? this research is expected to benefit students, teachers, academic units, and researchers. to begin with, it is expected that the results are worthwhile for students to enjoy learning english within games content. firstly, teaching vocabulary by deploying word games would put students’ psychology in better condition and parallel students’ vocabulary skills. secondly, teachers who work at mts hasyim asyari ambon can teach vocabulary to get better results regarding the methodologies, strategies, and approaches teachers to use in teaching vocabulary. thirdly, classroom action research would help researchers increase their knowledge through experience to internalize positive values as both teacher and researcher. the action research has cycles that provide learning cycles that emphasize systematic reflection to make sure practical learning abilities. finally, this work could benefit schools, including achieving the vision and mission of the madrasah. it would increase the quality of learning to obtain the final result in human resources who are more competent in every field of knowledge taught to teachers and students. research method research design the purpose of this research is to investigate the use of word games for young leaners and the impact that these games have on students' ability to learn new vocabulary. the research was in a form of descriptive qualitative which was carried out in three separate cycles within classroom action research framework. the methods of using word games to teach english vocabulary begin with the preliminary actions of the instructor, which include opening the class, planning word game activities, and communicating the goals of the subject to the students. after that, the instructor incorporates the word games into the main activity. the instructor explains the rules of the word games and the various activities that are involved. the final activity is for the teacher to ask the students to talk about any problems they may have had when playing word games. figure 1. research scheme (source : arikunto, 2021: 42) sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 77 the researcher of this classroom action research intends to carry out two cycles via the use of word games in vocabulary instruction. each cycle will consist of four parts, which are as follows: planning, carrying out the plan, observing the action, and reflecting on the experience. in a way resembling a spiral, the four steps of the class action cycle are carried out in an integrated manner. population and subject the study took place at mts hasyim asyari, ambon city. this study studied word games' procedure to teach students english vocabulary. the main subjects of this study were students of grade vii mts hasyim asyari ambon city in the even semester of the 2020/2021 academic year. they numbered 25 people; 13 of them were female, and the remaining 12 were male students. they presented word games as a medium for learning vocabulary with the theme "it is my world" in english subjects. mts. hasyim asyari is located on jalan mujahidin wara air kuning in batumerah village in ambon city, maluku province. this school was selected as the location for the research because it serves as a model for using a variety of strategies in the teaching and learning process. the primary focus of the curriculum is on the instruction of english vocabulary learning strategies, such as word search games and crossword puzzles based on the subject matter of english. instruments in collecting the data, the researcher employed instruments that referred to various pieces of equipment. the researcher utilized instruments for testing and observation during this investigation. an individual is presented with the exam as a provocation to obtain an answer or score from them (johnson, 2019). a written exam was employed for the assessment in this research. a quick entry will serve as a kind of test. the test was conducted since it is straightforward both in its execution and in explaining its results. the researcher performed a preliminary examination on the testing apparatus and then used the results from that examination in the comprehensive examination. following the instruction and learning process, students are evaluated using a post-test to assess how much their level of knowledge has improved. the test scores of the students are used to find out if their level of achievement went up or down after they were taught using word games. observation allows the researcher to record any information, especially related to the preparation and performance of the researchers so that the implementation of the word games follows the expected learning procedures. the subject teacher observes researchers in the teaching and learning process, including problems that may arise during the implementation of activities in the classroom. the researcher used an observation checklist to examine the researcher's teaching methods and apply the methodologies. data analysis in this qualitative study, the data are evaluated using creswell's theory as the foundation (2018: 267). because there are many different kinds of information involved in gathering and organizing data, the data need to be as detailed as possible. using word games to teach english vocabulary is the first step in this process, which begins by classifying the data into many groups based on all of the procedures. the interpretation of the data is the first step in the study that is being presented here. the research findings include the results of the research that was reported by the researcher, the procedure for utilizing the word games, and the experiences and responses of students in learning by using the word games methodology in teaching english vocabulary. after all of the processes described earlier have been carried out, it is finally possible to draw some conclusions. at the final session of the lesson, students are given a post-test in the form of a short objective test. the test is given to students on a sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 78 paper containing pictures as a clue to complete incomplete sentences. the assessment indicators presented in the questions are related to vocabulary and the use of proper grammar in completing the sentences given to each item. research findings and discussion research findings the first research question addresses an issue that relates directly to the implementation of word games in a given situation. the steps that need to be taken in order to set up the word search game. it begins with apperception and ends with a feedback session. table 1 procedures in implementing word search game no teacher activities student activities 1. the teacher introduces the subject matter before starting teaching. 2. the teacher introduces the new material and learning objectives. students pay attention to the teacher. 3. the teacher divides the students into groups. each group consists of four students. students gather in groups with their friends. 4. the teacher distributes paper with collection of letters and pictures of animals. they contain vocabulary from animal pictures serves as vocabulary clues. 5. the teacher presents an example, after which the students are asked to find vocabulary based on the instructions. 6. the teacher provides time for the students to discuss with the group. students discuss the answers with the group. 7. the teacher rewards the group that finds the words as quickly as possible correctly. students mark the placed words, horizontally, vertically, and diagonally. 8. the teacher gives feedback to the students. students get some reinforcement. table 2 procedures in implementing word search game no. teacher activities student activities 1. the teacher introduces activities related to crosswords. students pay attention to the teacher. 2. the teacher distributes a paper containing a set of crossword puzzles related to the vocabulary to be studied. 3. the teacher displays examples of answering the questions filled in the puzzle boxes. 4. the teacher gives time for the students to do it. students answer on the worksheet. 5. the teacher offers rewards to the students who finish first. students check their work according to the answer key. 6. the teacher provides feedback to the students students get some reinforcement. in order to provide a response to the second research question posed by this classroom action research, the researcher intends to make use of word games as a means of assisting in the instruction of vocabulary over the course of two cycles. each cycle will consist of four stages: planning, putting the plan into action, watching the activity, and reflecting on what transpired during the cycle. the researcher began by doing a cursory examination of the sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 79 testing apparatus, and then utilized the findings from that examination as the basis for a more comprehensive examination. at the conclusion of the teaching and learning process, students take a post-test that measures how much their knowledge has expanded since the beginning of the process. after adopting word games as a learning strategy, students' test results are analyzed to see whether or not they saw an improvement in their level of achievement. table 3 students’ achievement comparison no student name pre-cycle cycle i cycle ii point title point title point title 1. student 1 80 pass 70 pass 100 pass 2. student 2 30 failled 40 pass 80 pass 3. student 3 50 failled 50 failled 80 pass 4. student 4 100 pass 90 pass 100 pass 5. student 5 40 failled 50 failled 100 pass 6. student 6 50 failled 90 pass 100 pass 7. student 7 40 failled 90 pass 80 pass 8. student 8 40 failled 50 failled 80 pass 9. student 9 80 pass 70 pass 80 pass 10. student 10 40 failled 80 pass 100 pass 11. student 11 30 failled 40 failled 80 pass 12. student 12 40 failled 90 pass 100 pass 13. student 13 30 failled 70 failled 100 pass 14. student 14 40 failled 80 pass 80 pass 15. student 15 40 failled 50 failled 80 pass 16. student 16 50 failled 60 failled 100 pass 17. student 17 90 pass 100 pass 80 pass 18. student 18 40 failled 50 failled 100 pass 19. student 19 50 failled 70 pass 100 pass 20. student 20 30 failled 60 failled 100 pass 21. student 21 30 failled 80 pass 100 pass 22. student 22 60 failled 70 pass 80 pass 23. student 23 90 pass 80 pass 100 pass 24. student 24 50 failled 80 pass 80 pass 25. student 25 30 failled 90 pass 80 pass avarage 50 70 90.4 highest score 100 100 100 lowest score 30 40 80 the teacher uses the lecturing methodology to explain the material in class. he uses blackboards and school books as his medium. students are asked to open a few pages of their book. he reads the textbook to show students the content they are learning. the teacher then asks two to three students to read aloud some texts. he then asked the students what the text was talking about. lastly, he gives students an assignment to work on. the class situation was quite conducive at the beginning. students behave well and pay attention to the teacher. when the teacher asks several questions to get answers from students, only a few students answer the questions. teachers praise them and encourage others to provide feedback, such as their friends. most of the students seemed nervous and unresponsive in that class. however, students seemed more relaxed when given assignments and talked with their friends. the teacher conveys the material, not in a hurry, and the material taught that day is vocabulary related to the objects around them. the teacher uses words that are at the right level for the students. the topic is familiar to students, so they can understand the material sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 80 more quickly and not feel pressured to guess the meaning of words. the teacher also uses daily activities as examples applied to vocabulary learning. the students' learning outcomes after the lesson was completed, out of 25 students, only five students were able to exceed the minimum completeness score of 70. apart from these five people, they could only get scores below the minimum requirements. the average grade in pre-cycle learning is 50. this result is far from the minimum threshold for class completeness. discussion based on the findings from cycle i and cycle ii, the comparison is that student learning outcomes increase in each cycle, whereas in the pre-cycle using conventional methods, only five students, or 20%, completed. during the first cycle, the learning was carried out using the word games, and the number of students who achieved completeness rose to 16 or 64%. in the last cycle, 100% of students could do the post-test with the indicator value passing the minimum threshold score. a similar trend occurs in a range of values obtained by students. the pre-cycle shows a reasonably extensive range of values where the smallest value obtained by students is 30, and the most considerable value is 100. the student learning outcomes range in the first cycle decreased to around 40 and 100. better results occurred in the second cycle, where students only received scores of 80 and 100. in short, it shows a consistent increase, starting at 50 in the pre-cycle, followed by 70 in the first cycle, and finishing at an average of 90.4 in the second cycle. the comparison can be seen in the table above. these results show that what has been done by researchers in the delivery of vocabulary learning materials using the word games methodology in grade vii english subjects has improved student learning outcomes so that students can understand the material being taught. it is unequivocal that implementing word game methods for young learners in mts hasyim asyari ambon effectively boosts students’ performance. fun and enjoyable environments in producing target language in learning vocabulary motivate them to engage in classroom activities related to notions that have been elaborated in the earlier sections. word games are versatile enough to be incorporated into various activities for individuals and groups. word games come in a wide variety, each calling for a unique set of activity guidelines to be followed in the classroom. the students were following those guidelines carefully. therefore, when the teacher asks the students to write some new english vocabulary, they compose various sentences to practice the terms they have acquired. in addition, the teacher emphasizes this point once more to the class. students have the opportunity to acquire new vocabulary, and it is proven that learning vocabulary through game-based activities is more easily retained in long-term memory. the findings show a particular pattern with previous studies that involve game-based learning. the patterns where teachers present games and the students’ behavior are getting motivated without anxiety and confidence issues. simultaneously, games have significantly impacted students’ attitudes and performance so their language skills can develop more excellent. syafrizal & haerudin (2018), for instance, provides similar results not only in terms of games but also in some other factors that can help the students to fulfill learning objectives for identical subjects with this research. in addition, mueller & veinott (2018) reports that word games are beneficial to enhancing students’ performance in academic affairs for students who suffer from cognitions issues such as delayed memory and poor retention. sangia emerging word games to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 81 conclusion in a nutshell, the method of word games begins with the teacher providing directions to the class on the many activities and regulations associated with word games. after that, the teacher directs the word games, and the students increase their vocabulary by playing them. after that, the teacher will provide the students with comments, and then they will receive reinforcement. in addition, based on the comparison of student learning outcomes, it can be concluded that the implementation of the word games has a positive impact on student learning outcomes related to the learning of new vocabulary in grade vii at mts hasyim asyari ambon for the academic year 2020/2021. this conclusion was reached after looking at the comparison of student learning outcomes. suggestions for teachers are they have to get more creative in delivering lessons in the classroom. in addition, education units play a crucial role in managing students' skills through creative ways to learn, like using online or offline media. thus, teachers and schools can work together to help students learn how to teach english. eventually, the study looks at seventh graders who are just starting to learn english and focuses on their english vocabulary. so, it would be much better if other researchers came up with topics about different ways to learn or made changes to word games to help students learn english vocabulary and different levels of the language, just like higher-degree students do. references arikunto, s. 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(2018). the suitability of word games for teaching english vocabulary based on curriculum 2013. ijeca (international journal of education and curriculum application), 1(2), 77-83. https://doi.org/10.31764/ijeca.v1i2.2138. yusufovna, n. (2021). use of games in learning foreign language at the university. international journal of culture and modernity, 2, 1-5. https://doi.org/10.1007/978-3-030-47415-7_44 https://doi.org/10.1007/978-3-030-28380-3_25 https://doi.org/10.17507/jltr.1301.02 https://doi.org/10.33394/jo-elt.v5i1.2296 https://spellquiz.com/blog/word-games https://doi.org/10.31764/ijeca.v1i2.2138 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.194-204 doi:10.33394/jo-elt.v9i2.5758 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 194 developing mystery box in teaching narrative text for speaking class at junior high school #1 silvya utami, *2 mukhtarul anam, *3 riryn fatmawaty #1 english student, faculty of teacher training and education, universitas islam lamongan, indonesia *2 english lecturer, of teacher training and education, universitas islam lamongan, indonesia *3 english lecturer, of teacher training and education, universitas islam lamongan, indonesia corresponding author email: silvyaxyn@gmail.com a b s t r a c t s a r t i c l e i n f o this research aims to develop a mystery box for teaching speaking in narrative text for junior high school students. to improve speaking skills students often face several problems such as lack of confidence when speaking in a foreign language. the main purpose of this research is to help students improve students' speaking skills gradually during teaching and learning activities in the classroom. this study uses research and development (r&d) model from thiagarajan or commonly known as 4d (four-d). the stage is define, which is a definition that includes observation and analysis of student needs, then design which includes product design formats and material selection, then develop includes product design, validation by experts, revisions, and small-scale to largescale experiments, the last is disseminate, namely dissemination product form is a guidebook. observation data, interviews, and questionnaires for students used qualitative while the expert validator questionnaires and students' speaking scores used quantitative. there were two experts who tested this product and the participating students were class ix g, ix h, and ix i. the result of the analyzing all the data, according to the experts mystery box categorized was very good and most of the students felt enthusiastic in the class. it can be concluded that the mystery box is a learning media for helping students to improve students’ speaking skills. article history: received: august, 2022 revised: december, 2022 published: december, 2022 keywords: mystery box, narrative text, speaking skill, how to cite: utami, s., anam, m., & fatmawaty, r. (2022). developing mystery box in teaching narrative text for speaking class at junior high school. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 194-204. doi:https://doi.org/10.33394/jo-elt.v9i2.5758 introduction smpn 1 turi, which is located in turi, one of the sub-district in lamongan, is one of the junior high schools that have been affected by the pandemic. the enthusiasm of ninthgrade in learning english, especially in speaking is at a moderate level. students feel less confident in their english skills, rarely memorize vocabulary, and are not too interested to learn foreign languages because they are difficult to understand. students have obstacles in learning english, especially in terms of speaking. speaking is one of the most important parts of the four skills that must be learned. speaking is one of the core components of english skills and is very important for students to master(syarafina, 2019). speaking becomes very mailto:silvyaxyn@gmail.com utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 195 important when it is with this language that international communication can be understood and accepted for its meaning. according to wijaya (2018) speaking has another purpose. it is an activity that uses language to communicate between members of society and is a manifestation of language ability. afifah & devana (2020) argue that speaking is one of the important productive skills that have been mastered in learning a foreign language. aspects of speaking can be recognized by good pronunciation, rich vocabulary, accents that are similar to native ones, being able to listen to the other person clearly, and understanding the meaning according to the accent they use. one of the methods to learn speaking is to use the media. media is a method that is used to convey certain intentions or information to the recipient. in education, the media is adopted as a learning media. learning media according to cahyo (2019) a media that can be used in gaining knowledge, which includes teachers as coaches and methods of supporting knowledge to message recipients to gain knowledge (students). learning media is media that is used appropriately in the learning process and as an efficient supporting tool in achieving learning goals(puspitarini & hanif, 2019). learning media is one of the methods used by teachers to students in the teaching and learning process to stimulate students’ interest in learning so that can support the success of learning activities and the results are more effective in achieving the goals. teachers use the media to motivate their students, as this is one of the most important factors in learning success(wirawan, 2020). mystery box is a box-shaped media that contains something about the subject matter, containing physical items or learning materials. mystery box is a tool that is the idea of cardboard items used in learning(arumsasi, 2022). in education, mystery box makes students curious about the content in the media so that it encourages students to understand the material (khasanah, 2021). mystery box is one of the learning media that is not very commonly used in speaking english but can be one of the media that attracts students’ interest in learning. in the mystery box which was initiated for this research, there are many speaking learning models. the mystery box combines the models above which are presented in a new modified form, that is mystery box which contains describing pictures with vocabulary and their meanings, storytelling in an interesting way, having dice to roll, and an interview learning model. the learning models that were initiated made the contents of the mystery box varied and interesting. there are many ways to distribute learning media to be used and applied by teachers, including through videos, compact disks, or a guidebook. however, the researcher chose a guidebook to disseminate the mystery box as a learning media. the guidebook is a manual packaged simply and attractively for teachers who want to apply the mystery box in the classroom as a support system for learning speaking for junior high school students. the guidebook contains procedures for making media, examples of the mystery box model tested, and narrative stories from the internet modelled with barcodes so that teachers can directly scan and enter the narrative story blogs used. regardings the previous problems described above, this research tries to help out of the above problems by developing learning media that focus on improving as well as a test tool for students in speaking. the learning media used to support speaking learning at this junior high school is a mystery box. mystery box has been used to help students to improve their memorizing skills and to introduce new vocabulary. the material that will be focused on is narrative text. narrative text is one of the texts in english learning material that contains stories of the past that aim to entertain the readers. this material is in the ninth-grade basic competence in junior high school. utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 196 research method this research employs research and development (r&d). a research and development method is a research method used to develop a particular product and test the effectiveness of a product (maghfirah, andriani, & firmansyah, 2022). research and development serve to develop products and validate them (sugiyono, 2019). this research is to develop a product that is classified as a learning media, namely a mystery box designed for narrative text material for speaking class at junior high school students since it was meant to develop a product that is used as an educational tool. research and development (r&d) according to thiagarajan (1974) is a development model which is divided into 4 elements, that is define, design, develop, and disseminate. research design this research used quantitative and qualitative. quantitative is the acquisition of data in the process with numbers to see the quantity. while qualitative is the acquisition of data in the process in the form of a description to determine the quality. for the assessment of students' speaking aspects and looking for the mean score of validators using quantitative, while for detailing the results of interviews and questionnaires using qualitative. subject the subjects of the research used in this study were class ix smpn 1 turi lamongan, and the researchers took samples of classes ix g, ix h, and ix i. class ix g was 28 students, class ix h was 26 students, and class ix i was 25 students. the score taken is the score of speaking skills in narrative text material. instruments the instruments consist of observation, students’ speaking scores, interviews for students, and questionnaires for validators and students. observation aims to know what students' problems had in the class and to find out students' needs. interview aims to know what students want in learning speaking. questionnaire for students aims to know the responses and opinions of students about the media. while the questionnaire for validators is to get feedback and corrections from the expert about the learning media and materials. data analysis in this study, it requires data analysis such as interviews, observations, questionnaire analysis, and calculating student scores. interview and observation analysis were clarified descriptively in define stage. data were obtained directly from the field to review student needs and student opinions after the learning media was applied. therefore, the results are presented in the form of description. the questionnaire is divided into two, namely, given to students after the mystery box learning media is applied as a whole and a questionnaire for validators to validate the mystery box learning media. questionnaire for students using a pie chart model, which is accessed via a google form. the results of the diagram show the percentage, which then the results will be described in descriptive form. questionnaires for validators will be calculated based on a quantitative formula to find out the mean score. the data from expert validation were calculated with the formula in figure 1. utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 197 mean = figure 1. the formula of mean mean = average score = the sum of data value n = number of summed data the assessment of speaking includes fluency, grammar, pronunciation, vocabulary, comprehension, and task(brown, 2004), with the best score is 5 and the lowest score is 1. to calculate the average score of speaking, adopt the formula used by the teachers to calculate the average students’ scores. n = x 100 figure 2. the formula of average n = score s = total students’ score smax = total maximum score research findings and discussion research findings this section describes the findings and answers the existing problems. this study uses a 4d model with the findings described as follows: define in the define stage, the researcher found the students' problems and what is needed to help them to learn speaking. in the previous meeting, it was known that the students' speaking skills still had relatively low scores. this can be seen from the results of the speaking task in the previous material. students still have difficulty processing words because they are not used to speaking in english. therefore, an interview is needed. the results of the interview were reviewed descriptively. the researcher chose two students in each class as representative of classes g, h, and i. the results of the interview stated that students felt they were not good at speaking because they were considered difficult. therefore, students want to learn to speak that is fun and interesting and full of surprises so that it can help students improve their speaking skills effectively. design the format used in the design stage is product format selection and material selection. in product design was in the form of mystery box, which has made for ninth-grade narrative text material referring to lesson plans. media was used in learning english to improve speaking skills and increase students’ interest in learning and understanding narrative text material students. the material was selected to coincide with the time of the study. during the research, students studied narrative text lessons in the first semesters. the materials available were included in the basic competencies that ninth-graders must learn. utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 198 picture 1. learning media design the contents of the mystery box are designed to change at each meeting. in this case, the mystery box has four contents, namely mystery box: describing series picture, mystery box: storytelling with pictures, mystery box: roll the dice, mystery box: interview time. describing a series of picture is the easiest stage in mystery box. the researcher prepared the title of the narrative text series picture, namely the legend of surabaya, fox and the grapes, the ant and the dove, and the lion and the mouse. the researcher prepared 30 mini envelopes for students. each student takes an envelope from the mystery box which has been filled with pieces of pictures according to the title. the second is mystery box: storytelling with pictures. the researcher gave a storytelling text whose title was the legend of surabaya. the researcher not only distributed a story sheet to students, but also prepares some pictures to help when students tell stories in front of the class without bringing the text. the third stage is mystery box: roll the dice. the topic for the narrative text material is determined by the students themselves by rolling the dice that have been made by the researcher. from each side of the dice, the topic is filled in on each circle. the first side is free, students can choose topics to start from side 2 to side 6. the second side is a folktale, the third side is the most favorite fable, the fourth side is the most favorite fable, the fifth side is the most favorite myth in the country, and the sixth side is the most favorite legend in the country. after getting the part, students can search for the title of the story that students like from books or on the internet. the last is interview time. in the interview time series, there are 3 stories prepared by the researcher, namely malin kundang, the legend of prambanan temple, and mouse deer and crocodile. the researcher prepares questions to answer orientation, complication, resolution, and re-orientation are optional. the assessment of the validator for the feasibility of the mystery box learning media is based on the appearance of the learning media and the use of learning materials. from each of these aspects, there were several components. the display of learning media includes product attractiveness, continuity between products and learning materials, and media quality and display. moreover, the components for validating learning materials were learning objectives, learning materials, presentation, and motivating quality. the results of the scores for the validation of learning media and material validation were calculated by the formula to determine the mean. from expert validators to material experts drs. achmad shofwan, m. pd., a score of 4.1 out of 5.0 is included in the excellent category. then from the expert validator to the media expert riryn fatmawaty, m.pd. got a score of 4.9 out of 5.0, which is included in the excellent category. develop the development stage consisted of material expert validation, media expert validation, and product development testing. drafts were validated and through the revision stage were directed to a predetermined class. the classes that have tested were the ix g, ix h, and ix i utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 199 classes at smpn 1 turi lamongan. the researcher produced two outputs in this study, namely learning media and a guidebook. the descriptions of the learning media products were the contents of the mystery box, which have divided into four, namely (1) describing series picture. the content of the describing series picture was an envelope containing four pieces of series pictures that describe an event with the theme of a narrative story. there were four topics used to describe this series of pictures, including the legend of surabaya, fox and grapes, the ant and the dove, and the lion and the mouse. below the four pieces of the picture, there were some vocabulary and their meanings to be a tool for students when they did not know some of the vocabularies used to describe the story, (2) storytelling with pictures. the content of storytelling with pictures was that students tell stories with the help of pictures. text and some vocabulary are available, (3) roll the dice. the content of roll the dice is that students chose the genre of the narrative story to be told. it sharpens the speed of understanding and memorizing, (4) interview time. the interview time is the final model of the mystery box. the content of the interview time was a narrative story with the theme of legend and fable. the stories used are the legend of prambanan temple, malin kundang, and mouse deer and crocodile. story scrolls tied with ribbons are included in the mystery box. as an introduction to students’ understanding of the story they have chosen, the researcher gives some vocabulary and how to pronounce it and its meaning. after the product has passed the validation stage, the visual of the learning media slightly changes according to the validator’s suggestion. the product is ready to be tested on a limited basis, namely class ix h. the trial was to determine the feasibility of the product, namely the mystery box as a learning media. the limited test was carried out in class ix h of smpn 1 turi lamongan with a total of 27 students. operational field trials were carried out in classes ix g and ix i of smpn 1 turi lamongan with 28 students in class ix g and 25 students in ix i. large-scale tests were used to determine the feasibility of the mystery box, by applying the learning media after a smallscale test was carried out. the results of student scores are shown in table 1. table 1 ix g speaking score no. name treatment mb1 mb2 mb3 mb4 1 hlm 47 60 63 67 2 rq 57 64 77 77 3 ald 27 27 47 50 4 ak 47 77 80 97 5 af 40 44 47 50 6 air 40 44 64 67 7 ank 50 60 64 67 8 ba 37 40 47 53 9 cvv 57 70 80 97 10 ds 27 63 67 67 11 dc 47 47 53 60 12 ecc 50 70 70 90 13 im 50 60 64 67 14 irw 37 47 50 54 15 kk 47 60 73 73 16 mf 53 53 57 57 17 mr 57 77 77 77 18 mrn 27 53 53 57 19 fda 37 37 57 57 20 ygp 37 57 60 60 21 nh 30 47 53 63 utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 200 22 nr 43 47 47 50 23 mo 57 77 80 83 24 rd 57 67 67 87 25 st 40 40 50 50 26 sna 53 53 53 83 27 tp 30 40 60 60 28 yd 43 73 73 80 table 2 ix h speaking score no. name treatment mb1 mb2 mb3 mb4 1 ast 57 77 83 90 2 aw 30 40 40 46 3 arz 46 70 87 90 4 rv 27 60 73 73 5 bm 37 50 70 73 6 ek 40 46 63 70 7 eds 40 40 50 57 8 fha 37 60 63 63 9 fr 27 40 57 73 10 gad 40 70 70 77 11 jrkp 60 90 97 100 12 jm 46 46 63 67 13 sls 23 27 40 40 14 mpr 46 70 80 87 15 rsy 40 46 60 60 16 rz 30 40 40 47 17 nbl 43 40 67 70 18 na 43 60 67 70 19 nn 46 57 70 73 20 rka 27 30 43 46 21 rhy 43 70 80 87 22 sm 46 80 80 90 23 sns 27 57 63 63 24 sap 47 80 87 87 25 yn 40 63 67 80 26 zhf 47 63 70 83 table 3 ix i speaking score no. name treatment mb1 mb2 mb3 mb4 1 adn 37 40 53 60 2 ar 37 60 73 77 3 aa 46 53 80 80 4 adk 37 40 60 60 5 aa 37 60 73 73 6 bs 43 56 56 60 7 cnt 50 67 67 70 8 chl 40 50 60 83 9 dh 30 43 43 73 10 dhm 27 40 43 43 11 grs 40 60 67 70 12 jj 36 63 80 80 13 kas 56 63 63 90 utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 201 14 fd 33 43 56 67 15 fksp 20 27 40 53 16 mr 50 50 57 60 17 mc 40 50 70 77 18 mn 37 40 50 53 19 nts 46 77 80 80 20 nwf 50 70 73 93 21 rn 46 46 67 87 22 rr 37 43 47 56 23 sa 46 70 73 87 24 sn 33 46 46 77 25 ta 40 40 57 87 mystery box is applied for 2 weeks, 1 week there are 2 meetings to implement the mystery box. this is done according to the time the english lesson takes place. the material used is narrative text and is designed for ninth-grade students' speaking learning. it can be seen periodically and definitely, that students get an increase in speaking skills for narrative text material little by little at each meeting. to make it easier to see the improvement in students' speaking ability, the average score is entered into a bar chart in figure 3. 0 50 100 ix g ix h ix i the result describing series picture storytelling with pictures roll the dice interview time figure 3. the improvement of students’ speaking score the results of the bar chart calculation are obtained from the formula to find the average score listed above. the results of the bar chart calculations are the accumulated student scores that are taken on average to make it easier to present the results. the results of the diagram show that there is an increase in each class in each mystery box series. and it can be concluded that the mystery box is successful in helping students to improve their speaking skills gradually and surely. after the implementation of the learning media, the researcher made a questionnaire filled in by class g, h, and i to find out the overall opinion and find out how far the mystery box is useful for students. table 4 questionnaire result no. question response strongly agree agree disagree strongly disagree 1. mystery box is a learning media to help students to learn speaking english 57,6% 42,4% 2. mystery box is very interesting to improve 69,7% 30,3% utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 202 speaking skills in english 3. mystery box is worth implementing in other classes 60,6% 39,4% 4. mystery box is very useful to help improve speaking skills in english 66,7% 33,3% 5. you prefer learning to speak english with mystery box over the traditional method 47% 53% 6. mystery box narrative text is a creative idea and a new breakthrough 59,1% 40,9% 7. mystery box has a very unexpected surprise in every meeting 60,6% 39,4% mystery box received a good response from students, as well as being successful in being able to provide benefits for students to improve their speaking skills in english using narrative text materials. the fields filled in the student responses are strongly agree and agree. it can be concluded that the mystery box was well received by students so this mystery box can be used and is appropriate as a media for learning speaking, especially for narrative text material in the ninth-grade basic competencies. disseminate the researcher made a guidebook uploaded to the blog (https://eduprideforlearning.blogspot.com/?m=1). the guidebook is made with the aim that the mystery box can be applied to students according to what the researcher practices, as a guide on how to make a mystery box with narrative text material for learning speaking. the title of the guidebook is “what’s in mystery box?”. picture 2. the guidebook discussion this research tried to develop mystery box as learning media in teaching narrative text for speaking class at junior high school students by using four-d model where the parts are define, design, develop, and disseminate. in the preliminary study, the researcher found that the things that made students' speaking skills low were less confidence in their english skills, rarely memorized vocabulary, and a lack of interest in learning to speak a foreign language. the three reasons mentioned were the reasons the researcher conducted this research. after that, the researcher continued to collect what the students needed to learn to speak. data collected by the researcher has been used it as the primary source for creating https://eduprideforlearning.blogspot.com/?m=1 utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 203 learning media. according to tomlinson (2014), good resources need to work, help students feel comfortable, and build learner self-confidence. mystery box was developed into four categories: describing series picture, storytelling with pictures, roll the dice, and interview time. the result of the dissemination stage of the mystery box development is a guidebook entitled "what's in mystery box?" which consists of five chapters. (1) mystery box as learning media, (2) mystery box: describing series picture, (3) mystery box: storytelling with pictures, (4) mystery box: roll the dice, (5) mystery box: interview time. some chapters were barcoded to connect to the blog for access to narrative texts. validators have validated the learning media. there were two expert validations. validation for learning media by riryn fatmawaty, m.pd., and the validator for the material is drs. achmad shofwan, m.pd. the result of validation was excellent. however, the product of teaching tools used in teaching was learning media. in the learning process, the learning media was the container and distributor of the message from the source of the message (in this case the teacher), and the recipient of the message is the student. the use of media in the classroom is a necessity that cannot be ignored(mahnun, 2012). the product would be used to teach the student in junior high school in ninth grade. conclusion based on the results of the research and discussion described in this study, it can be concluded that the development of mystery box as learning media for speaking class in narrative text material for junior high school uses a 4d (four-d) development model consisting of four stages, namely define, design, develop, and disseminate. this research is motivated by the speaking learning process of students who rarely use learning media. students felt bored and lacked enthusiasm in learning to speak. in collecting data, the documents needed in media planning are carried out for further use as a reference for the media development process. after the learning media is developed, validation is carried out by media experts and material experts. based on the validation process, the learning media is declared feasible and can be used in the learning process. mystery box for speaking class in narrative text material for junior high school is feasible to use. the mystery box learning media has passed the development stage following the procedures and was validated by media experts and material experts. the media experts' average validation score percentage is 4,9 then the material experts' average validation score percentage is 4,1. based on the percentage of the average score, the mystery box can be said to be feasible according to media experts and material experts. meanwhile, based on a questionnaire aimed at students, 33.3% of students agreed that the mystery box was very useful for improving english speaking skills, and 66.7% had an answer that strongly agreed that the mystery box was very useful for improving english speaking skills. the pie chart also shows that 39.4% of students agree that mystery box is appropriate for other classes, and 60.6% of students strongly agree that mystery box is appropriate for other classes. the guidebook is the output of the disseminate stage. the guidebook contains procedures for making mystery box, previews of learning media, and examples of narrative stories used for mystery box. the guidebook is written with the aim and hope that teachers can make mystery box according to what the researcher made for learning speaking in narrative text material and improving students' speaking skills. acknowledgement the researcher would like to thank 1) smpn 1 turi lamongan, and especially ix g, ix h, and ix i, 2) ms. riryn fatmawaty, m. pd. and mr. drs. achmad shofwan, m. pd. as the validators, 3) mr. mukhtarul anam, m. pd. and ms. riya risqi s. m, pd. as the advisors. utami developing mystery box in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 204 references afifah, n., & devana, t. (2020). speaking skill through task based learning in english foreign language classroom. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 135144. doi:https://doi.org/10.33394/jo-elt.v7i2.3109. arumsasi, d. (2022). mistery box sebagai media pembelajaran untuk meningkatkan kemampuan kognitif kompetensi siklus akuntansi perusahaan dagang. jurnal inovasi pendidikan menengah, 2(1), 109–114. brown, h. d. (2004). language assessment : principles and classroom practice. in book (first edit). new york: longman. cahyo, g. (2019). media pembelajaran “teori & praktik pembelajaran. (first edit; d. wahyuningtias, ed.). sukoharjo: oase pustaka. khasanah, nur (2021) pengaruh model talking stick berbantuan media mystery box terhadap hasil belajar ipa (penelitian pada siswa kelas v sd di desa ngropoh, kecamatan kranggan, kabupaten temanggung). skripsi. universitas muhammadiyah magelang. maghfirah, y., andriani, m., & firmansyah, i. (2022). pengembangan buku cerita bergambar dan lembar aktivitas siswa sebagai media pembelajaran agama untuk siswa kelas satu sd. jurnal pendidikan, 11(2), 112–120. mahnun, n. (2012). media pembelajaran (kajian terhadap langkah-langkah pemilihan media dan implementasinya dalam pembelajaran). jurnal pemikiran islam, 37(03), 27–33. https://doi.org/10.4236/ce.2020.113020 puspitarini, y. d., & hanif, m. (2019). using learning media to increase learning motivation in elementary school. anatolian journal of education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a sugiyono. (2019). metode penelitian kuantitatif, kualitatif, dan r&d (second edi). bandung: alfabeta. syarafina, f. (2019). the effect of confidence toward speaking performance of speaking students of smart ilc pare, kediri. jurnal pendidikan bahasa inggris proficiency, 1(2), 41–46. thiagarajan, s. d. m. i. s. (1974). instructional development for training teachers of exceptional children: a sourcebook. in the leadership training institute/special education, university of minnesota. https://doi.org/10.1016/0022-4405(76)90066-2 tomlinson, b. (2014). english language learning material. bloomsbury academic https://doi.org/10.5040/9781474212182.ch-002 wijaya, t. w. (2018). the effectiveness of songs for teaching speaking. journal of foreign languange teaching and learning, 3(2). https://doi.org/10.18196/ftl.3231 wirawan, f. (2020). a study on the teaching media used by the english teacher at smp muhammadiyah 2 malang. jurnal ilmiah profesi pendidikan, 5(2), 89–95. https://doi.org/10.29303/jipp.v5i2.115 https://doi.org/10.4236/ce.2020.113020 https://doi.org/10.29333/aje.2019.426a https://doi.org/10.1016/0022-4405(76)90066-2 https://doi.org/10.5040/9781474212182.ch-002 https://doi.org/10.18196/ftl.3231 https://doi.org/10.29303/jipp.v5i2.115 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.124-138 doi:10.33394/jo-elt.v8i2.4345 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 124 four c’s skills integration in the lesson plans of grade 7 english teacher #1 ellis tamela, *2 maura hanifah dwi #1 english lecturer, faculty of languages and art, universitas negeri jakarta, indonesia *2 english student, faculty of languages and art, universitas negeri jakarta, indonesia corresponding author email: ellistamela@unj.ac.id a b s t r a c t s a r t i c l e i n f o four c skills‟ integration in english curriculum has been investigated in recent years. unfortunately, those studies focused on the integration of 4cs in lesson plans carried out in elementary schools. thus, this research aimed to analyze how the 4c skills were implemented in english lesson plans of 7th grade. the data were collected through content analysis on ten lesson plans of public and private junior high schools in jakarta and bekasi. it was found that all analyzed lesson plans have incorporated the 4cs skills; communication, collaboration, critical thinking, and creativity. however, there were indicators of each skill that more dominantly appeared in a certain topic or were seen not to be incorporated in any examined lesson plans. in addition, teachers mostly incorporated the 4cs skills in the learning activity and assessment. although all the analyzed lesson plans have integrated 4cs, the fulfilment of the indicators of each skill still needed to be improved. these findings are expected to be a recommendation for educators especially english teachers in designing lesson plans which integrated the 4c skills as the keys to a lifetime of learning and creative work as the current world of work is required leads to the need for integration of 4cs in the classroom. article history: received: october, 2021 revised: november, 2021 published: december, 2021 keywords: 4c skills, lesson plans, english grade 7 how to cite: tamela, e., & dwi, m. (2021). four c‟s skills integration in the lesson plans of grade 7 english teacher. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 124-138. doi:https://doi.org/10.33394/jo-elt.v8i2.4345 introduction in the need of integrating 4cs into the four language skills, yu & mohammad (2019) conducted research in order to improve english writing skills of 3k class students. the study‟s data were gathered using pre-and post-tests, observation, and semi-structured interviews. the participants of this study were 16 female students and 16 male students. the results show that the ability to write simple english sentences among 3k class students improved after participating in two sets of interventions that included components of collaboration, communication, creativity, and critical thinking according to the result of the mean score of pre-test in 19.34 and the mean score of post-test in 22.6. the findings of the observation indicated that students were excited and showed a lot of interest when they were informed that interventions would be conducted in groups of four. during the interventions, it was found that the students in the group with better writing skills asked questions that helped the weaker members of the group to think critically and creatively in order to list the keywords based on the given topic. the results of semi-structured interviews also revealed that weaker students felt that the guidance of more competent peers helped them generate mailto:ellistamela@unj.ac.id tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 125 writing ideas and improve their knowledge of capitalization, spelling, grammar, and punctuation. the integration of 4c skills during the teaching-learning process has been examined in recent years. however, the focus was mainly on one skill, critical thinking (snyder & snyder, 2008; terasne & sugianto, 2019; wahab & terasne, 2020; zhao, pandian, & mehar singh, 2016), even though all 4c skills should be included (nea), n.d.). critical thinking has been highlighted due to its characterization originated from bloom‟s taxonomy which was globally known (fadel, charles, bialik, maya, and trilling, 2015). indonesian curriculum has also considered this skill essential by publishing the guide to teach critical thinking at school (ariyana, pudjiastuti, bestary, & zamromi, 2018). the 21 st century skills framework according to p21 has also been implemented and adapted to the demands of education in indonesia based on the results of the study of documents on the national education system law, nawacita, rpjmn for basic, middle, and higher education, obtained two additional standards in accordance with curriculum and government policies, which are character development and spiritual values. overall, p21 in indonesia is formulated as the indonesian partnership for the 21 st century skill standard (ip21css) (ariyana et al., 2018). as a result, a number of studies regarding this issue have been developed, especially the insertion of 4c in english lesson plans of teachers, from primary to secondary schools. in primary school, the studies were conducted to investigate the challenges faced by efl teachers and their readiness in developing students‟ 4cs skills which result found that both teachers of public and private schools have similar obstacles in developing student 4cs skills. the problems included the difficulties in understanding specific effective methods of learning that assist the development of 4cs skills, obstacles in developing a lesson plan for 4cs skills, inadequate infrastructure, and students who lack confidence, effectiveness, and the ability to express their opinion. moreover, english teachers both in the city and suburb area mostly inserted learning and innovation skills (4cs) compared to other 21 st century skills in the english‟s lesson plans (luciana, ni luh ratih, padmadewi, nn, artini, lp, 2020; septiyanti, siti nur azizah, and fajriah, 2021). the studies to develop a lesson plan integrating 4c has been done by wulandari, juarsa, & agusdianita (2020) in english lesson and dwimayanti, k, dantes, n, and suarni (2020) with the theme of kegiatanku, using a research and development method. the validation was carried out by pgsd lecturers and elementary school teachers, also lectures, supervisors, and school principals. in the first step of the development procedure, researchers found that teachers have been used thematic learning lesson plans. however, only a few were innovatively designed lesson plan according to the integration of 21 st century skills. the lesson plans used by teachers were often only copies from the previous lesson plans or from other teachers in order to fulfil administrative obligations without paying attention to the integration of 21 st century skills in the lesson plans. hence, an innovative lesson plans which incorporate the 4c skills was developed. an analysis of the integration of 4c in english lesson plans of senior high school teachers indicated that all of the four 4c skills, which consist of creativity and innovation, critical thinking and problem solving, communication, and collaboration were found to be incorporated in all lesson plans were analyzed some of the 4c skills were discovered to be used in all lesson plans, regardless of their topics, while others were observed to be more dominantly integrated into lesson plans that discussed specific topic categories. the finding of this study also revealed that the 4c skills are mostly included in the same four types of lesson plan components, which are learning steps, assessment, learning methods, and indicator of competence achievement (ipk). however, the collaboration did not include in the indicator of competence achievement (ipk). this study was expected to lead teachers to tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 126 select the 4c skills to be integrated into the lesson plans and the components (radifan & dewanti, 2020). another lesson besides english whose lesson plan was analysed was fikih-subject to reveal the content of ppk, literacy, 4c, and hots elements in the syllabus and lesson plans of 10 th grade for the odd semester at man 2 pasuruan, east java. this study was carried out by using a qualitative descriptive. the results show that the 4cs elements contained in the lesson plans are only limited to communication and collaboration, while critical thinking, creativity, and problem-solving have not been included. this result indicated that the integration of 4cs in the lesson plans still needed to be improved (fatimah, tajuddin, ilyas, & majid, 2020). based on the previous studies, the integration of 4cs in the lesson plans has not fully contained the four elements which are communication, collaboration, creativity, and critical thinking. in addition, the research on the integration of 4cs in lesson plans is more often carried out in elementary schools. thus, this research is conducted in order to provide a better understanding and overview of how the 4cs skills are implemented in english lesson plans of 7 th grade, as well as how each skill is integrated and analyze the extent to which the 4c skills are incorporated in the lesson plans of 7 th grade english teachers‟ lesson plans. the result of this study is expected to provide an understanding and an overview of the implementation of 4cs skills in the lesson plans of 7 th grade english teachers and how each of the skills is integrated. research method qualitative approach with content analysis method will be adapted in this study since the samples are 7 th grade english teachers‟ lesson plans which used indonesian language. according to smulowitz (2017), content analysis is a method in which researcher analyses or evaluates the significance of documents gathered as data throughout the research process. the procedures in collecting the data are: a) apply the consent form to study program for collecting data from schools, b) contact a number of schools to gain access to the lesson plans, c) collect the lesson plans which are accessible, d) sort the lesson plans into the first and second semester (there are 10 lesson plans in total) and e) name the lesson plans with codes, lp 1, lp 2, lp 3, etc. research design this study used content analysis, which is defined by krippendorf (2004) is a research technique for developing replicable and reliable inference from text (or other relevant matter) to the context in which it is used. this process takes place over a period of time, beginning the collecting the documents and ending with the interpretation of the data obtained through analysis. this study will be implemented non-random sampling by using convenience sampling in gathering data. subject there are ten lesson plans as the data source. the lesson plans are classified into lesson plans of the first semester and the second semester in which each semester has 5 lesson plans to be analyzed. the lesson plans are derived from a public junior high school located in jakarta and bekasi. instruments the instruments for this study are tables of indicators for each skill. the indicators were taken from various sources. tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 127 a. communication (fadel, charles, bialik, maya, and trilling, 2015; metusalem, r., belenky, d. m., & dicerbo, 2017) b. collaboration (hall, 2013; lai, emily. dicerbo, kristen, and foltz, 2017) c. critical thinking (ariyana et al., 2018; fadel, charles, bialik, maya, and trilling, 2015; kivunja, 2014; ventura, lai, & dicerbo, 2017; zhao et al., 2016) d. creativity (fadel, charles, bialik, maya, and trilling, 2015; kivunja, 2014; lai, yarbro, dicerbo, & geest, 2018) data analysis the data were analysed using a checklist of the integration of 4cs skills which examined at how each 4cs skills was fulfilled in a number of indicators. these indicators were generated from a variety of 21 st century skills-related sources. the analysis‟ results were then used to see the integration of 4cs skills in the lesson plans which answered the first study question and also to find how the 4cs skill is implemented in the lesson plans which answered the second study question. meanwhile, in a qualitative study, the author(s) should mention the model to be used in analyzing the data. this brief explanation is further followed by the application of each stage within the selected model. research findings and discussion research findings first to be discussed is the communication skill as represented in table 1. table 1 the integration of communication skill in the lesson plans no. indicators integration in lesson plans 1 2 3 4 5 6 7 8 9 10 1 involve collaborative tasks (using speaking, writing, listening, and reading). ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2 incorporate peer feedback. ✓ ✓ ✓ ✓ ✓ 3 utilize role play in teaching interpersonal communication. ✓ ✓ 4 have students reflect on their project. ✓ ✓ 5 explicitly teach and assess communication skills for modern digital channels. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 6 teach students to recognize and count for cultural differences in communicative norms 7 incorporate the assessment of communication skills (production, reception, intercultural). ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ table 1 indicates the indicators that are used to determine the integration of communication skills in each lesson plan. it shows that two indicators of communication skill are integrated into all lesson plans despite the topic discussed in them, they are, a) involve collaborative tasks (using speaking, writing, listening, reading) and b) incorporate the tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 128 assessment of communication skills (production, reception, intercultural). these passages are to confirm the findings: diberikan tabel yang berkaitan dengan ungkapan terima kasih dan permintaan maaf, peserta didik diminta melengkapinya secara berkelompok (lesson plan 1, in kegiatan pembelajaran). berkelompok berlatih membuat kalimat tentang jumlah dan letak suatu benda disekitar sekolah (lesson plan 4, in kegiatan pembelajaran). menulis paragraf sederhana dari hasil wawancara temannya dan membacakan hasil wawancara (lesson plan 3, in penilaian pembelajaran). siswa yang belum mencapai kkm diberi kegiatan untuk mendengarkan dan menirukan teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda, fungsi sosial (lesson plan 6, in penilaian pembelajaran remedial). it also indicates that lesson plans that incorporate utilize role play in teaching interpersonal communication is only integrated in the lesson plans which discuss about greeting, leave taking and introducing self, as it follows : secara berpasangan, peserta didik menulis dialog pendek berdasarkan situasi yang diberikan tentang menyapa dan berpamitan, kemudian melakukan role play menggunakan dialog yang telah mereka buat (lesson plan 1, in kegiatan pembelajaran). peserta didik melakukan roleplay secara berpasangan tentang perkenalan diri seperti contoh diatas (lesson plan 2, in kegiatan pembelajaran). meanwhile, lesson plans that discuss about descriptive text and song are more exhibit to have student reflect on their project, as example: peserta didik diminta melakukan pemeriksaan tulisan dalam paragraf kembali dalam hal grammar, ejaan, tanda baca dan lain-lain (lesson plan 5, in kegiatan pembelajaran). peserta didik diberikan kesempatan untuk menilai kemampuan dirinya sendiri (lesson plan 9, in penilaian pembelajaran). from the ten lesson plans that have been examined, there is one indicator that appears to be included in the five lesson plans, but the rest of it does not include the indicator. that is the second indicator, “incorporate peer feedback”. lesson plans which not include the second indicator are discussed about introducing self, date and time, and descriptive text. these following passages show the incorporates of peer-feedback in the lesson plans: peserta didik saling bertukar surat dengan peserta didik lain dalam kelompok dan saling memberikan komentar atau masukan (lesson plan 8, in kegiatan pembelajaran). peserta didik mempresentasikan hasil kerja kelompok atau individu secara klasikal menggunakan pendapat atau presentasi yang dilakukan dan kemudian ditanggapi kembali oleh kelompok atau invididu yang mempresentasikan (lesson plan 10, in kegiatan pembelajaran). moreover, there is one indicator that seemed to be included in each analysed lesson plans except one lesson plan which has topic about texts of instruction, short notice and warning or caution, that is fifth indicator, “explicitly teach and assess communication for modern digital channel”. the indicator is implemented in the lesson plans as it follows: mengamati video tentang sapaan dan pamitan (lesson plan 1, in kegiatan pembelajaran). melihat video tentang binatang yang sering ada disekitar dan yang sering dijumpai di kebun binatang (lesson plan 4, in kegiatan pembelajaran). mengamati dengan seksama materi fungsi sosial yang sedang dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan dan mencoba untuk menginterpretasikannya (lesson plan 9, in kegiatan pembelajaran). aside from those, there is also an indicator that does not seem to be incorporated in any of the lesson plans that have been analyzed. that is the sixth indicator, “teach students to recognize and count for cultural differences in communicative norms”. from all the explanations above, it can be concluded that indicators of communication skills are not fully integrated into all lesson plans. it is also indicated that components of lesson plans which more dominantly contain communication skills are in the learning activities and learning assessments. the second skill that is collaboration skill can be observed in table 2. tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 129 table 2 the integration of collaboration skill in the lesson plans no. indicators integration in lesson plans 1 2 3 4 5 6 7 8 9 10 1 establish learning objectives for collaboration. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2 plan for and use group activities as opportunities to reinforce and practice collaboration skills ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 3 encourage students in a group to be responsible for their task ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 4 allow students to choose which of the defined roles in a task they would like to play, but encourage them to practice playing different roles over time. ✓ ✓ ✓ ✓ 5 rotate groups so that students gain experience working with a different types of individuals and teams 6 stimulate interaction during the collaborative activity ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 7 engage students in the process of solving complex problems and authentic task activity. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 8 provide and encourage feedback from teachers and peers. ✓ ✓ ✓ ✓ ✓ ✓ ✓ table 2 indicates the indicators that are used to determine the integration of collaboration in each lesson plan. it points out that four indicators of collaboration skill are integrated int0 all lesson plans regardless of the topic discussed in them. they are, a) plan for and use group activities as opportunities to reinforce and practice collaboration skills, b) encourage students in a group to be responsible for their task, c) stimulate interaction during the collaborative activity, and d) engage students in the process of solving complex problems and authentic task activity. these passages are to justify the results: secara berpasangan peserta didik menulis dialog pendek berdasarkan situasi yang diberikan tentang menyapa dan berpamitan kemudian melakukan roleplay menggunakan dialog yang telah mereka buat (lesson plan 1, in kegiatan pembelajaran). berkelompok berlatih membuat kalimat tentang jumlah dan letak suatu benda disekitar sekolah (lesson plan 4, in kegiatan pembelajaran). peserta didik membaca pertanyaan di exercise 1 dan bersama temannya mendiskusikan jawabannya (lesson plan 5, in kegiatan pembelajaran). peserta didik mewawancari temannya kemudian menuliskannya di format yang diberikan (lesson plan 2, in kegiatan pembelajaran). meanwhile, the first indicator of the collaboration skill which contains of establish learning objectives for collaboration seems to be incorporated in every analysed lesson plan except the one which discuss about the text of instruction, short notice, and caution. these following passages show the incorporation of learning objectives for collaboration in the lesson plans: menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi dan gotong royong) santun, percaya diri dalam berinteraksi secara efektif dengan tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 130 lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya (lesson plan 6, in kompetensi inti). mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait dengan tingkah laku atau tindakan atau fungsi orang, binatang, benda sesuai dengan konteks penggunaannya (lesson plan 7, in kompetensi dasar). menunjukkan kemampuan keterampilan menalar, mengolah dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif dan komunikatif dalam ranah konkret dan ranah abstrak sesuai dengan apa yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori (lesson plan 9, in kompetensi inti). similar to the first indicator, the eight indicator of collaboration skill indicates to be applied in every examined lesson plan except three lesson plans that have topics on the greeting and leave taking, introducing self, and describing people, animal, thing and place. these following passages are to justify the integration of feedback from teachers and peers: peserta didik saling berdiskusi dan memberikan masukan (lesson plan 5, in kegiatan pembelajaran). guru memberikan rangkuman masukan dari peserta didik dan catatan selama monitoring (lesson plan 7, in kegiatan pembelajaran). peserta didik mempresentasikan hasil kerja kelompok atau individu secara klasikal, mengemukakan pendapat atas presentasi yang dilakukan kemudian ditanggapi oleh kelompok atau individu yang mempresentasikan (lesson plan 10, in kegiatan pembelajaran). it also indicates that only four lesson plans afford an opportunity for students to choose which of the defined roles in a task they would like to play and the teacher‟s encouragement for them to practice playing different roles over time. the four lesson plans have topics on greeting and leave-taking, introducing self, date and time, and descriptive text as follows: please play a role based on the dialogue you have written (lesson plan 1, in instrumen penilaian, kisi-kisi,dan soal). peserta didik melakukan roleplay secara berpasangan tentang perkenalan diri seperti contoh di atas (lesson plan 2, in kegiatan pembelajaran). membuat dialog sederhana secara berpasangan dengan role cards (lesson plan 3, in kegiatan pembelajaran). work in pairs and perform the dialogue. this picture (an idol) helps you make your dialogue (role play) (lesson plan 6, in instrumen penilaian, kisi-kisi, dan soal). in addition, there is one indicator that does not seem to be incorporated in any of the lesson plans that have been analyzed. that is the fifth indicator, “rotate group so that students gain experience working with different types of individuals and teams”. considering all of the findings, it can be concluded that the indicators of collaboration skills have not been fully integrated into all lesson plans. moreover, the indicators are more dominantly incorporated in the learning activities than other components of lesson plans. as the third skill to be analysed that is critical thinking, it can be seen in table 3. table 3 the integration of critical thinking skill in the lesson plans no. indicators integration in lesson plans 1 2 3 4 5 6 7 8 9 10 1 incorporate teacher‟s questioning of lower-level and higher-level questions ✓ ✓ ✓ 2 includes instruction in metacognitive methods ✓ ✓ ✓ ✓ ✓ 3 includes direct instruction of critical thinking skills ✓ ✓ ✓ ✓ tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 131 4 incorporates strategy for group discussion ✓ 5 incorporates strategy for debate 6 incorporates strategy for reciprocal peer questioning ✓ 7 implements problem-based learning as a learning model ✓ 8 includes activities involving collaborative learning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 9 included concept mapping task ✓ 10 includes assessment indicators based on the cognitive processes of higher order thinking skills ✓ ✓ ✓ ✓ ✓ ✓ ✓ for the next skill, table 3 presents the indicators that are used to analyze the integration of critical thinking skills in the lesson plans. it can be seen that there is only one indicator that seems to be incorporated in all lesson plans regardless of the topic discussed in them. that is the eight indicator which contains of involving activities of collaborative learning. these following passages are to support the results: diberikan tabel yang berkaitan dengan kegiatan menyapa dan berpamitan dan peserta didik diminta untuk melengkapinya secara berkelompok (lesson plan 1, in kegiatan pembelajaran). membuat dialog sederhana secara berpasangan dengan role cards (lesson plan 3, in kegiatan pembelajaran). berkelompok berlatih membuat kalimat tentang jumlah binatang yang ada disekitarnya atau sering dijumpai di kebun binatang (lesson plan 4, in kegiatan pembelajaran). peserta didik dalam kelompok mereka mulai menuangkan hal-hal yang telah mereka diskusikan dalam bentuk „draft‟ tulisan (lesson plan 5, in kegiatan pembelajaran). besides, the is one indicator of critical thinking skill which incorporated in each examined lesson plan except three lesson plans that discuss about introducing self, habitual action and texts of instruction, short notice, and warning or caution. that is the =tenth indicator which reads, “includes assessment indicators based on higher order thinking skills”. these passages are the substantiation to support the discoveries: write a simple description text to promote your school, a tourist object, or your hometown (lesson plan 4, in instrumen penilaian, kisi-kisi, dan soal). unjuk kerja (tanya jawab, berdikuski kelompok, dan membuat sebuah personal email) (lesson plan 5, in instrumen penilaian keterampilan). work in pairs and perform a dialogue. this picture (an idol) helps you make your dialogue (lesson plan 6, in instrumen penilaian, kisi-kisi, dan soal). kompetensi dasar: menulis karangan deskriptif (lesson plan 9, in penilaian keterampilan). meanwhile, there are four indicators that is only incorporated in one lesson plan : a) incorporates strategy for group discussion, b) incorporates strategy for reciprocal peer questioning, c) implements problem-based learning as a learning model, and d) includes concept mapping task, as can be seen in the following passages: peserta didik dalam kelompok kecil melakukan diskusi dengan topik pembahasan pada exercise 8 hal.99 (lesson plan 7, in kegiatan pembelajaran). guru memberikan kesempatan kepada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar, contohnya: mengajukan pertanyaan tentang materi: ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 132 tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat (lesson plan 9, in kegiatan pembelajaran). model pembelajaran: discovery learning, problem-based learning (lesson plan 9, in model pembelajaran). memberikan tugas membuat teks deskriptif berdasarkan gambar dan mind map yang telah dibuatnya (lesson plan 4, in kegiatan pembelajaran). moreover, there are some indicators which more dominantly incorporated in certain topics. begin with the first indicator of critical thinking skill which reads, “incorporates teacher‟s questioning of lower-level and higher-level questions” that is only incorporated in lesson plans which have topics on things around us, habitual action, and descriptive text. to support the findings, it can be seen in the following passages: guru menampilkan gambar dari sb halaman 61 dan menanyakan „who‟s in the picture? how are they feeling?‟ (lesson plan 5, in kegiatan pembelajaran). guru menampilkan gambar dari sb halaman 99 dan menanyakan: “look at the photo! what do you think is strage about the school?” (lesson plan 7, in kegiatan pembelajaran). guru menanyakan: have you ever sent any postcards to your friends or relatives? when? what is it about? (lesson plan 8, in kegiatan pembelajaran). similar with the eight-indicator, the third indicator of critical thinking skill which reads, “includes direct instruction of critical thinking skills” is more dominantly integrated in lesson plans which discussed topic of habitual action, descriptive text, song and texts of instruction, short notice, warning or caution. these passages indicate the integration of the third indicator in lesson plans: peserta didik membuka sb dan menyimak dialog video dan meminta peserta didik mengidentifikasi contoh kalimat „first conditional‟ (lesson plan 7, in kegiatan pembelajaran). peserta didik menunjuk postcard masing-masing dan menganalisa bagianbagian dalam sebuah postcard (lesson plan 8, in kegiatan pembelajaran). guru memberikan kesempatan kepada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar, contohnya: mengajukan pertanyaan tentang materi : ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat (lesson plan 9, in kegiatan pembelajaran). guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar khususnya pada materi teks (a) instruksi (instruction), (b) tanda atau rambu (short notice), (c) tanda peringatan (warning/caution), lisan dan tulis (lesson plan 10, in kegiatan pembelajaran). in addition, the second indicator of critical thinking skill which contains of instruction in metacognitive methods seems to be incorporated in half of analysed lesson plans while the rest of it are not integrated instruction in metacognitive methods. these provided passages are the example of instruction in metacognitive methods in the lesson plans: dengan bimbingan guru, peserta didik merumuskan pertanyaan terkait dengan isi, fungsi sosial dan struktur teks serta unsur kebahasaan dalam video yang telah disaksikan (lesson plan 2, in kegiatan pembelajaran). merumuskan pertanyaan terkait dengan isi, fungsi sosial dan struktur teks serta unsur kebahasaan dalam video yang telah disaksikan (lesson plan 4, in kegiatan pembelajaran). guru memberikan kesempatan kepada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar, contohnya: mengajukan pertanyaan tentang materi: tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 133 ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat (lesson plan 9, in kegiatan pembelajaran). aside from those, there is one indicator that not integrated in any lesson plans. that is the fifth indicator which reads, “incorporates strategy for debate”. as all things considered, the researchers can conclude that indicators of critical thinking are not fully incorporated in all analyzed lesson plans. there are some indicators which moredominantly applied in certain topics and also there is anindicator that not incorporated in any lesson plans. in the lesson plans, the teacher is more likely to check students‟ understanding than to give students‟ practice other critical thinking skills such as analyzing and evaluating. teachers tend to jump into process cognitive of creating. therefore, to design lesson plans in which incorporated all the indicators of critical thinking skills, teachers should be more pay attention to the process of higher order thinking skills. the last skill of 4c is creativity, as it is presented in table 4. table 4 the integration of creativity skill in the lesson plans no. indicators integration in lesson plans 1 2 3 4 5 6 7 8 9 10 1 incorporate activities conducted out of school or their classroom to increase activity ✓ ✓ ✓ ✓ 2 build good and respectful relationships between teachers and learners ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 3 involve activities conducted open-ended, problem-based learning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 4 incorporate activities in which students can work collaboratively ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 5 incorporate role play and or other improvisation activities ✓ ✓ ✓ 6 manages a learning environment that encourage students to solve an authentic realworld problem and to be inquisitive with an open mind ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 7 incorporate the assessment of creativity through divergent thinking, self-report, and or assessment of creative works ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 8 use a defined creativity rubric with separate dimensions to novelty and usefulness ✓ ✓ ✓ ✓ ✓ ✓ ✓ it can be seen from table 4 that the indicators are used to define the integration of creativity in each lesson plan. it exhibits that there are four indicators of creativity skill that are integrated into all lesson plans regardless of the topic discussed in them. they are, a) tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 134 involves activities conducted open-ended, problem-based learning, b) incorporate activities in which students can work collaboratively, c) manage learning environment which encourage students to solve the authentic real-worlds problem and to be inquisitive with an open mind, d) incorporate the assessments of creativity through divergent thinking, self-report and/or assessment of creative works. these following passages are to justify findings: peserta didik saling bertukar surat dengan peserta didik lain dalam kelompok dan saling memberikan komentar/masukan (lesson plan 8, in kegiatan pembelajaran). diberikan tabel yang berkaitan dengan kegiatan menyapa dan berpamitan dan peserta didik diminta untuk melengkapinya secara berkelompok (4 orang) (lesson plan 1, in kegiatan pembelajaran). peserta didik melakukan „brainstorming‟ untuk menuliskan hal-hal apa yang akan dituangkan dalam tulisan mereka (developing ideas) (lesson plan 5, in kegiatan pembelajaran). write a simple description text to promote your school, a tourist object, or your hometown (lesson plan 4, in instrumen penilaian, kisi-kisi, dan soal). meanwhile, the second indicator of the creativity skill which is build good relationships between teachers and learner seems to be integrated in every examined lesson plan except the one which discuss about time, days, months and year. these passages support the lesson plans which incorporate the indicator: setelah mengikuti kegiatan pembelajaran pada pertemuan ini, peserta didik ditanya bagaimana perasaannya (refleksi) (lesson plan 7, in kegiatan pembelajaran). membuat resume (creativity) dengan bimbingan guru tentang point-point penting yang muncul dalam kegiatan pembelajaran tentang materi fungsi sosial yang baru dilakukan (lesson plan 9, in kegiatan pembelajaran). guru memberikan penghargaan (misalnya pujian atau bentuk penghargaan lain yang relevan kepada kelompok yang kinerjanya baik) (lesson plan 10, in kegiatan pembelajaran). similar to the second indicator, the eight indicators of the creativity skill which reads “use defined creativity rubric with separate dimensions to novelty and usefulness” indicates to be integrated into every analyzed lesson plan besides three lesson plans which have topics of a conditional sentence, song, and text about instruction, short notice, warning, and caution. these following passages are to justify the integration of defined creativity rubric with separate dimensions to novelty and usefulness: peserta didik mewawancarai dua orang temannya kemudian menuliskan di dalam format yang diberikan (lesson plan 2, in kegiatan pembelajaran). menirukan dialog yang dibacakan (lesson plan 3, in kegiatan pembelajaran). siswa membuat dialog transaksional terkait sifat-sifat orang (lesson plan 6, in kegiatan pembelajaran). it also indicates that only four lesson plans which conducted activities out of school or their classroom to increase creativity. the four lesson plans have topics on greeting and leave taking, dates, days, months and year, descriptive text and song. these passages are to support the results: memberi tugas mencari contoh-contoh ungkapan menyapa dan berpamitan lainnya dirumah (lesson plan 1, in kegiatan pembelajaran). siswa yang memperoleh nilai diatas kkm diberi pengayaan dengan tugas membuat teks interaksi transaksional lisan dan tulis untuk memberi dan meminta informasi terkait dengan waktu tentang kegiatan yang terjadi di rumah (lesson plan 3, in pembelajaran pengayaan). guru memberikan tugas membuat kalimat tentang jumlah dan letak suatu benda yang ada di rumah (lesson plan 4, in kegiatan pembelajaran). mengagendakan atau tugas/projek/produk/ portofolio/unjuk kerja yang harus mempelajari pada pertemuan berikutnya di luar jam sekolah atau dirumah (lesson plan 9, in kegiatan pembelajaran). in parallel with the first indicator, the fifth indicator of creativity skill which contains or incorporates role-play and or other improvisation activities only applied in three lesson plans which discuss greeting and leave taking, introducing self and transactional dialogue about people, animals and things. these following passages are to indicate the findings: secara berpasangan peserta didik menuliskan dialog pendek berdasarkan situasi yang diberikan tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 135 tentang menyapa dan berpamitan kemudian melakukan roleplay menggunakan dialog yang telah mereka buat (lesson plan 1, in kegiatan pembelajaran). peserta didik melakukan roleplay secara berpasangan tentang perkenalan diri seperti contoh di atas (lesson plan 2, in kegiatan pembelajaran). work in pairs and perform the dialogue. the picture (an idol) helps you make your dialogue (role play) (in penilaian pembelajaran, kisi-kisi, dan soal). from all the explanations above, the researcher can conclude that all the indicators of creativity skills are not fully incorporated in all analyzed lesson plans. there are indicators thar are incorporated in all lesson plans regardless of the topic discussed in them, but there are also indicators that are incorporated only in certain lesson plans which discuss certain topics. discussion there are several attempts to integrate 4cs into the lesson plans. (wulandari et al., 2020) conducted research aimed to develop an innovative 21 st century lesson plan focused on the 4cs. in the first step of development procedures, it found that only a few teachers were innovatively designing lesson plans according to 21 st century skills. the lesson plans used by teachers were often only copied from the previous lesson plans or from other teachers in order to fulfil administrative obligations without considering the integration of 21 st century skills. in addition, the research conducted by dwimayanti, k, dantes, n, and suarni (2020) shows that only a few lesson plans contain critical thinking, problem-solving, creativity, and innovation skills. in all learning objectives, there are 4cs included. however, activities that practice students‟ skills in communication and collaboration have not been seen in the learning objective, and in the learning activities, collaborative skills are not provided. in terms of assessment, it only includes critical thinking and problem-solving skills. in fact, the integration of 4cs in the lesson plans is still facing the obstacle. the steps of learning activities in the lesson plans used by the teacher are purely the result of copying from the teacher's resource book without any kind of development and innovative studentcentered learning models. all learning activities are carried out independently so that students do not train to collaborate in groups and learning activities dominantly are teaching-centered (dwimayanti, k, dantes, n, and suarni, 2020). teachers are difficulty in understanding specific effective methods of learning that assist the development of 4cs skills, problems in developing a lesson plan for 4cs skills, inadequate infrastructure, and students who lack confidence, effectiveness, and ability to express their opinion (septiyanti, siti nur azizah, and fajriah, 2021). based on the problems above, it is clear that 4cs must be fully integrated into the classroom, school, and district across the country (nea), n.d.). thus, it is also necessary to develop lesson plans which integrate 4cs skills. as a result, all analyzed lesson plans incorporate collaboration activities that require students to work in a group. this brings different conditions revealed in a study that collaboration does not provide in the lesson plan. moreover, for the assessment, all examined lesson plans include assessment of communication skills and some of them also incorporate the assessment of critical thinking skills and creativity skills while the previous study stated that the examined lesson plans only contained critical thinking skills (dwimayanti, k, dantes, n, and suarni, 2020). in addition, this is a good start point to be continued compared with other previous research that finds the 4cs elements contained in the lesson plan are only limited to communication and collaboration, while critical thinking and creativity have not been included (fatimah et al., 2020). aside from those, the findings of this study share similar results with a previous study conducted by radifan & dewanti (2020) which analyzed the integration of 4csskills in the lesson plans of senior high school english teachers. by analyzing different samples of lesson plans, in junior high school english teachers‟ lesson plans, it also indicates that all lesson tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 136 plans have implemented 4cs skills. however, there are indicators of 4cs skills which more dominantly appear in certain topicss and/or there are indicators that do not apply in any examined lesson plans. it also revealed that the 4cs skills are mostly included in learning activity and assessment. in addition, it can be indicated that all the 4cs skills (communication, collaboration, critical thinking, and creativity) cannot stand alone, they are connected to one another. for instance, in communication, critical thinking, and creativity indicators, there are stated points that teachers should incorporate collaborative activity. the following passages support the findings: involve collaborative tasks (in communication skill indicator, number 1). includes activities involving collaborative learning (in critical thinking skill indicator, number 8). incorporate activities in which students can work collaboratively (in creativity skill indicator, number 4). furthermore, there are two indicators that are not incorporated into all lesson plans. they are: teach students to recognize and count for cultural differences in communicative norms (in communication skill indicator, number 6). rotate groups so that students gain experience working with different types of individuals and teams (in collaboration skill indicator, number 5). incorporates strategy for debate (in critical thinking skill indicator, number 5). this condition should be a consideration for teachers in developing lesson plans. each indicator is important for students in improving the 4cs skills. besides, the result finds that there are few critical thinking skill indicators that are only implemented in one lesson plan. this indicates that critical thinking skills are still lacking and need to be improved. the following passages are to espouse the results: incorporates strategy for group discussion (in critical thinking indicator, number 4). incorporates strategy for reciprocal peer questioning (in critical thinking indicator, number 6). implements problembased learning as a learning model (in critical thinking indicator, number 7). includes concept mapping task (in critical thinking indicator, number 9). therefore, the incorporation of 4cs skills in the lesson plans of 7th grade english teachers has not been fully implemented based on the fulfillment of each indicator of 4cs skills in the analyzed lesson plans. in order to achieve students‟ possession of 4cs skills, teachers need to fulfill all of the indicators of each 4cs skills in the lesson plans. . conclusion based on the findings, all of the lesson plans incorporate communication, collaborative, critical thinking, and creativity skills. there are indicators that are incorporated in all lesson plans regardless of the topics they have. however, there are also indicators that only appear in lesson plans which have a discussion on certain topics. in addition, the findings also exhibit that there are indicators that do not seem to be implemented in any lesson plans. moreover, there are four indicators of critical thinking skillswhich are only incorporated in one lesson plan. it also reveals that 4cs skills are likely to be more carried out in the learning activities and assessment than other components of lesson plans. from all the explanations mentioned above, the researchers can infer that even though 4c skills are implemented in all lesson plans, there are still some indicators which only appear in some lesson plans or even not included in any lesson plans. this condition should be a deliberation for all educators to pay attention in the fulfilment of 4cs skills in lesson plan so that students can learn to possess the skills. references ariyana, y., pudjiastuti, a., bestary, r., & zamromi, z. (2018). buku pegangan pembelajaran keterampilan berpikir tingkat tinggi: program peningkatan tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 137 kompetensi pembelajaran berbasis zonasi. direktorat jendral guru dan tenaga kependidikan. dwimayanti, k, dantes, n., & suarni, k. (2020). pengembangan rencana pelaksanaan pembelajaran (rpp) tema kegiatanku kelas i berbasis kecakapan belajar dan berinovasi abad 21. pendasi: jurnal pendidikan dasar indonesia, 4(1), 1–10. fadel, c., bialik, m., & trilling, b. (2015). four-dimensional education: the competencies learners need to succeed. center for curriculum redesign. fatimah, f., tajuddin, m., ilyas, m., & majid, a. (2020). analisis ppk, literasi, 4c daan hots pada silabus dan rpp mata pelajaran fikih. quality, 8(1), 165. https://doi.org/10.21043/quality.v8i1.7413 hall, b. m. (2013). designing collaborative activities to promote understanding and problemsolving. international journal of e-collaboration, 10(2), 55–71. https://doi.org/10.4018/ijec.2014040104 kivunja, c. (2014). innovative pedagogies in higher education to become effective teachers of 21st century skills: unpacking the learning and innovations skills domain of the new learning paradigm. international journal of higher education, 3(4), 37–48. https://doi.org/10.5430/ijhe.v3n4p37 lai, e., dicerbo, kristen, & foltz, p. (2017). skills for today : what we know about teaching and assessing collaboration. pearson. lai, e. r., yarbro, j., dicerbo, k., & geest, e. de. (2018). skills for today : what we know about teaching and assessing creativity. pearson. luciana, n., padmadewi, n., artini, l., & budiarta, l. (2020). teachers' readiness in inserting the 21st century skills in the lesson plan in teaching english. jurnal pendidikan dan pengajaran, 53(2), 168-183. doi: http://dx.doi.org/10.23887/jpp.v53i2.26406 metusalem, r., belenky, d. m., & dicerbo, k. (2017). skills for today: what we know about teaching and assessing communication. london; pearson. national education association. (2010). preparing 21st century students for a global society: an educator‟s guide to the “four cs”. http://www.nea.org/assets/docs/aguide-to-four-cs.pdf radifan, m. f., & dewanti, r. (2020). the incorporation of 4c skills in senior high school english teachers ‟ lesson plans. stairs: english language education journal, 1(2), 42–54. septiyanti, azizah, s. n., & fajriah, y. n. (2021). the challenges encountered by efl teachers in developing students‟ 4c skills in 21st-century education. jepal: journal of english pedagogy and applied linguistics, 1(2), 31–46. snyder, l. g., & snyder, m. j. (2008). teaching critical thinking and problem solving skills. the delta pi epsilon journal, 1(2), 90–100. terasne, t., & sugianto, n. (2019). the effectiveness of using preview, question, read, reflect, recite and review (pq4r) toward students‟ critical thinking ability on reading comprehension. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 6(1), 35. https://doi.org/10.33394/jo-elt.v6i1.2348 ventura, m., lai, e. r., & dicerbo, k. (2017). skills for today : what we know about teaching and assessing critical thinking. pearson. wahab, a., & terasne, t. (2020). the effect of inquiry-based learning on students‟ critical thinking in reading. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 26. https://doi.org/10.33394/jo-elt.v7i1.2690 https://doi.org/10.21043/quality.v8i1.7413 https://doi.org/10.4018/ijec.2014040104 https://doi.org/10.5430/ijhe.v3n4p37 http://dx.doi.org/10.23887/jpp.v53i2.26406 http://www.nea.org/assets/docs/a-guide-to-four-cs.pdf http://www.nea.org/assets/docs/a-guide-to-four-cs.pdf https://doi.org/10.33394/jo-elt.v6i1.2348 https://doi.org/10.33394/jo-elt.v7i1.2690 tamela four c‟s skills integration ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 138 wulandari, a., juarsa, o., & agusdianita, n. (2020). pengembangan rpp inovatif abad 21 pada pembelajaran tematik di kelas iv sd negeri kota bengkulu. juridikdas: jurnal riset pendidikan dasar, 3(3), 362–372. retrieved from https://ejournal.unib.ac.id/index.php/juridikdasunib/article/view/14566 yu, t. x., & mohammad, w. m. r. w. (2019). integration of 21st century learning skills (4c elements) in interventions to improve english writing skill among 3k class students. international journal of contemporary education, 2(2), 100. https://doi.org/10.11114/ijce.v2i2.4498 zhao, c., pandian, a., & mehar singh, m. k. (2016). instructional strategies for developing critical thinking in efl classrooms. english language teaching, 9(10), 14. https://doi.org/10.5539/elt.v9n10p14 https://ejournal.unib.ac.id/index.php/juridikdasunib/article/view/14566 https://doi.org/10.11114/ijce.v2i2.4498 https://doi.org/10.5539/elt.v9n10p14 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2020, vol.7 no.1 online: 2548-5865 print: 2355-0309 pp.51-56 doi:10.33394/jo-elt.v7i1.2747 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 51 efl critical reading syllabus and materials for students of the english department #1 fathurrahman imran, *2 heri hidayatullah #1 english lecturer, fbmb, undikma, indonesia *2 english lecturer, fbmb, undikma, indonesia corresponding author email: fathurrahmanimran@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o the demand of a new model of syllabus and materials were implicitly required through the launching of kkni-based curriculum in indonesia. due to, finding the students‟ needs and learning characteristic as the main consideration in developing them became the purpose of this current research. a qualitative research had been conducted to get the data needed by which two kinds of questionnaires were administered then analyzed qualitatively (likert scale). the respondents involved were 132 students and the results dealt with the learning characteristics showed that the audio was 19.69%, the visual was 50.75%, and kinaesthetic was 29.54%. in relation to the students‟ needs (four aspects), 1) necessities on topic interest like education (72%), culture (63%), and social life (45%); 2) background knowledge was categorized into good (57.25%), very good (28%), and not good (14.75%); 3) critical reading goals for both core and sub-skills very agree (42.71%), agree (30.14%), and not agree (27.14%); and 4) learning model tended the cooperative (27.25 very agree), (35.5 agree), (37.25 not agree). thus, it could be concluded that the students‟ learning style dominantly in visual way with cooperative learning model. in addition, the students were eager to have critical reading skills with sufficient prior knowledge but the topic is mostly in the area of education. it is recommended that in developing the syllabus and materials, the lecturers should consider both students‟ characteristics and needs. article history: received: may, 2020 revised: june, 2020 published: june, 2020aug 2018nline 09 sep 2018 keywords: kkni, critical reading, syllabus, material, how to cite: imran, f., & hidayatullah, h. (2020). efl critical reading syllabus and materials for students of the english department. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 51-56. doi:https://doi.org/10.33394/jo-elt.v7i1.2747 introduction a word „critical‟ does not have negative meaning in any context but it is closest to „evaluative‟ or „reflection‟. furthermore, in the context of reading argumentative text, it refers to evaluate conclusion before making decision. olarak, d. (2014) gave the feature of critical as in words choice of oral and written. next to that, this kind of feature can affect the relationship according to a proverb “your mouth is your swords”. in accordance to the market demand, it is no doubt that critical reading skills is paramount. there are two general reasons stated by basri (2013) why ones must be critical, firstly because of various types of information received including its source and essence, secondly the students must be provided with a sufficient ability to think in order that they can improve themselves on their own disciplines. cahyono, b. y., & widiati, u. (2006) showed its importance through reading instruction by which the students are required to be able to understand how writing persuades, and to determine whether one should accept or reject the mailto:fathurrahmanimran@ikipmataram.ac.id imran efl critical reading syllabus……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 52 idea of text, after analyzing, synthesizing, and evaluating it (andreani, 2010). due to, the reading class participants are able to draw their own conclusion along with logical reason. having critical reading skills is not as easy as turning hand over but it requires a good and appropriate plan. in the university level, the lecturers‟ plan is usually reflected in the form of syllabus. the format of the syllabus can be taken from the guidelines published by the ministry of research and technology. the key point of this document is the ability of the practitioners in developing course learning outcomes by which it should refer to the ability of reading critically. in addition, the syllabus is important because of three major roles as contract, permanent record, and learning tool (parkes, j., & harris, m. b. 2002). the absence of this file might lead not to reach the learning goal that had been settled by institution and choose irrelevant teaching materials. due to, it is assumed that there are a lot of universities not develop this document yet particularly for critical reading course. attention to the reading materials must be paid. suarcaya, p. (2011) comments „instructional materials generally serve as the basis of much of the language input that learners receive and the language practice that occurs in the classroom‟ like vocabulary retention and critical reading profile (ghajar, s. g., & kafshgarsouteh, m. 2011). next to that, a research found that the use of online audio materials for listening has positive results in terms of learners' enjoyment, interest, and achievement. in addition, the reading materials to be provided should be challenging texts. on this occasion, errington, a., & bubna-litic, d. (2015) said the textbook could reinforce underdeveloped students‟ epistemology through limitations of content and position as passive recipients of an authoritative version of oversimplified knowledge‟. thus, having appropriate materials, the students‟ academic and non-academic purposes can be improved. it is important to be taken into account that there are some types of textbook, two of them are teachers-made and readymade textbooks. in relation to that, hutchinson, t., & torres, e. (1994) wrote that it is difficult to find out the textbook absolve teachers‟ responsibility like what and how to teach. to the researchers‟ opinion, a teacher should create a textbook by himself or herself in order to accommodate the students‟ needs and characteristics. due to the aim of this research is to produce a textbook based on needs and characteristics. suarcaya, p. (2011) uttered the needs is really necessary when the curriculum planners intend to produce english teaching program for special purposes (esp). in analyzing the learners‟ needs, it is very important to consider its classification like subjective and objective (nunan, d. (1999). the former refers to the needs that cannot be observed easily. meanwhile, the latter can be observed in the form their individual data such as language proficiency and pattern of language use. research method the research goal is to produce critical reading syllabus and textbook based on needs and characteristics. due to, r & d proposed by meredith d. gall, w. r., & g, j. p. (2003) becomes the umbrella of the research design. next to that, the r & d process requires needs analysis-usually in the form of qualitative and or quantitative-as the main consideration in developing such products. thus, the design of this current research refers to qualitative. there were two questionnaires administered to the respondents and then qualitatively using liker scale (creswell, 2012). the first aimed to obtain the data of the learning characteristics and another one aims to get the data of the respondents‟ needs on critical reading. research design a quasi-experimental research design was applied in this current research since it aims at examining the products (sugiono 2012, 79). the type of quasi-experiment in this research was post-test only design by which the researchers gave treatment using a certain teaching imran efl critical reading syllabus……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 53 method then administering the critical reading test. in addition, another instrument (questionnaire) was distributed after having the test. population and sample due to the products of this current research will be used at the fourth-semester students of the english department of faculty of language and art education ikip mataram. therefore, the subjects will be taken from that institution. instruments the instruments of this current research were obtained on the basis of the analysis of the collected data firstly derived from two questionnaires. there were four aspects to be focused on in this part namely the students‟ necessities on critical reading, weaknesses on critical reading, the objective(s) of teaching critical reading, and the required classroom activities data analysis the model of this current research is intended to use the ten major steps of r & d cycle proposed by borg and gall (1983:775). however, the researchers will adapt them in order to be appropriate with their development needs. due to, the development steps of this current research are 1) early research (needs analysis), 2) development of products, 3) preliminary field-testing, 4) products revision, 5) main field-testing, 6) products revision, and 7) final products. research findings and discussion research finding data on students’ needs there were some aspects recorded and displayed namely necessities, weaknesses, objective(s), and classroom activities. table 1 students‟ topic interest items percentage topic interest culture 63 29 8 social life 45 49 4 2 education 72 28 politics 4 39 57 law 48 52 the above table described the students‟ necessities on critical reading. the first item deals with the topic interest to be discussed during the teaching-learning process. it showed that they were highly interested to talk about culture, social life, and education. however, politics and law did not make them enjoy a discussion. thus, it could be tabulated that the topics about education (72%), culture (63%), and social life (45%). table 2 students‟ background knowledge items percentage critical reading prerequisites reading comprehension i 39 54 7 0 reading comprehension ii 31 56 10 3 reading comprehension iii 23 48 21 8 extensive reading 19 71 5 5 percent 28 57.25 10.75 4 imran efl critical reading syllabus……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 54 the table 2 showed the students‟ current reading ability were mostly in a good level (57.25) and followed by very good (28). however, in not good level was 14.75 and therefore these categories were reflected from the score obtained. moreover, the highest percentage fell on the extensive reading course. thus, only a few of them who were in not good and not very good score. table 3 students‟ perception on the critical reading objectives items percentage non sub-skills goals vocabulary mastery 25 48 13 14 writing skills 39 32 19 10 grammar mastery 16 22 44 18 sub-skills goals knowing the english texts organization 21 38 40 1 producing new ideas in the form of spoken and written 48 31 13 8 synthesizing others ideas 71 21 8 0 drawing good logical conclusion 79 19 2 0 the table 3 showed the students‟ expectation on vocabulary mastery was quite higher along with the writing skills (73%) than grammar mastery (62%). in another part, the subskills was highly expected by the students. table 4 students‟ expectation on classroom model items percentage self-working 18 22 33 27 work in pair 36 64 0 0 work in small group 48 52 0 0 work in large group 7 4 67 22 percent 27.25 35.5 25 12.25 the table 4 showed the teachers‟ role as the controllers (62%) was not highly expected. however, the rest of the learning model in classroom were highly positive like organizers (62%), collaborators (100%), information providers (100%), feedback givers (100%), and facilitators (84%). moreover, the data about the students‟ role shown that they really wanted to be the knowledge informants (100%) and providers (100%) rather than the knowledge receivers (30%). data on learning characteristics table 5 students‟ learning characteristics respondents types of learning remarks audio visual kinesthetic 132 26 67 39 percent 19.69 50.75 29.54 the table 5 shows that there were 26 or 19.69% out of 132 respondents who preferred learning something using picture or other visual media. however, the highest learning style fell on visual (50.75%) preferred to learn something through hearing and speaking. moreover, there were 29.54% who loved to be given something to accomplish. discussion it had been elaborated that one of the aspects of needs analysis was dealt with the students‟ necessities. this kind of aspect focused on finding the students‟ topic interest to be imran efl critical reading syllabus……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 55 discussed during the teaching-learning process. the researchers found three main topics namely education, culture, and social life. in terms of education, there were 72% of the students interested on it. that percentage indicated that the dominant materials to be taught and developed was about education followed by culture and social life. in addition, by having the percentage of the three main topics interest, the students were really aware on their future career as the teachers along with their own communication, relationship, and adaptation with their society. on the basis of the data found, the students‟ strength was on the prerequisites of critical reading and it indicated that they were ready enough to learn the critical reading skills. however, when they were asked about their current critical reading ability, they had in low category on some sub-skills. due to the objective(s) of teaching critical reading should cover the whole sub-skills with the required classroom activities. conclusion regarding the data analysis, the researchers could conclude that the students with visual learning styles were ready enough to learn critical reading and the critical reading syllabus and materials should cover the whole objectives and three topics interest with cooperative learning model. it is recommended that the future researchers collaborated with the practitioners specifically critical reading lecturers should consider the whole aspects of the students‟ needs and learning characteristics due to the products (syllabus and materials) that are appropriated for them. references andreani. 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(2014). critical reading in efl turkish high. international journal of language academy, 2, 133-156. https://arastirmax.com/tr/system/files/dergiler/214630/makaleler/2/3/arastirmaxcritical-reading-efl-turkish-high-school-context.pdf. http://www.journal.teflin.org/index.php/journal/article/download/58/52 https://doi.org/10.1177%2f1052562915594839 https://files.eric.ed.gov/fulltext/ed537794.pdf https://academic.oup.com/eltj/article-abstract/48/4/315/2797673 https://doi.org/10.22099/jtls.2012.325 https://arastirmax.com/tr/system/files/dergiler/214630/makaleler/2/3/arastirmax-critical-reading-efl-turkish-high-school-context.pdf https://arastirmax.com/tr/system/files/dergiler/214630/makaleler/2/3/arastirmax-critical-reading-efl-turkish-high-school-context.pdf imran efl critical reading syllabus……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 56 parkes, j., & harris, m. b. (2002). the purposes of a syllabus. college teaching, 50(2), 5561. https://doi.org/10.1080/87567550209595875. suarcaya, p. (2011). web-based audio materials for efl. teflin journal, 22(1), 59–71. https://dx.doi.org/10.15639/teflinjournal.v22i1/59-71. https://doi.org/10.1080/87567550209595875 https://dx.doi.org/10.15639/teflinjournal.v22i1/59-71 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.11-18 doi:10.33394/jo-elt.v8i1.3564 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 11 the effectiveness of reading aloud strategy in concerning students' reading skills *1 nurlaily sofyan, #2 jusmin hj wahid, *3 nirwan h idris *1 english lecturer, faculty of education, muhammadiyah university of north maluku, indonesia #2 english lecturer, faculty of education, muhammadiyah university of north maluku, indonesia *3 english student, faculty of education, muhammadiyah university of north maluku, indonesia corresponding author email: j.hj.wahid2010@gmail.com a b s t r a c t s a r t i c l e i n f o reading aloud strategy used in the teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class to get the information. the strategy is rewarding for students to understand the reading texts. then, the researchers used a reading test as an instrument to know the students' competence in reading skills. this research used quasi-experimental design. the result was proved that the score in the experimental class was 61 with a standard deviation was 8.20 and the post-test score was 69.1 with a standard deviation was 8.22 then the score of pre-test in the control class was 56.5 with a standard deviation was 8.53 and post-test was 60.40 with standard deviation was 9. 68. the results achieved from both tests were different. next, the t-test score both in class was 0, 00. it means that the hypothesis is accepted, it concluded that the implementation of the reading aloud strategy can improve students' reading skills competence. article history: received: march, 2021 revised: may, 2021 published: june, 2021 keywords: reading aloud strategy, reading skills, how to cite: sofyan, n., hj wahid, j., & idris, n. (2021). the effectiveness of reading aloud strategy in concerning students' reading skills. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 11-18. doi:https://doi.org/10.33394/joelt.v8i1.3564 introduction nur and djuwairiah (2017) state that reading is a part of language skills that need an interactive through text in comprehending the meaning and got information from written text. to get the meaning of the text the students need the ability like analyzing and interpreting the text so it makes it easy to understand the text itself then the students also should know the aims of the writers' point of views so they can easy to understand the text. related to this idea the students should dominate the process of readings skills such as pre-reading, reading, understanding, analyzing, and interpreting the text. it becomes the students' problem in mastering all the process of reading skills because the students only focus on the text given by the writer. erler & finkbeiner (2007; paris, lipson, & wixson, 1994 in wang 2016) reading strategies are self-directed actions where readers flexibly take control with a certain degree of awareness to retrieve, store, regulate, elaborate, and evaluate textual information to achieve reading goals. with reading the students can overcome the problem such as analyzing, mailto:j.hj.wahid2010@gmail.com wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 12 interpreting and filtering the text. the students systematically arrange the information based on what they read. nowadays, a lot of students pretend to the reading skills as the important skill of the language, whereas, they do not possess the ability to understand and interpreting the text. they only read the real text on the paper and judge they read a lot of text without understands, analyzing, and interpreting the text. so it is a big problem for english teachers and lecturers to support their students to have the spirit and motivation in increasing their reading skills. it needs a strategy to be employed by the teacher and lecturer particularly to the students, the strategy used by the teacher and lecturer is the reading aloud strategy. sajid and kassim (2019) reading has become an increasingly important skill among saudi students in learning the english language, and reading proficiency are necessary for students to understand written texts for academic achievement. reading has become an important part of our daily activity. to be more active in getting the information the students should more attention to the key point and main idea of the text. reading aloud is the activity of reading by voicing the text, the students read with the right words and intonation to get more information, vocabulary, and improve their pronunciation. the reading aloud strategy helps the students to understand the meaning of the text, getting new vocabulary, improving pronunciation, improving confidence, and make the students enjoy the teaching and learning process. bojovic (2010) a reading skill is a cognitive ability that a person is able to use when interacting with the written text. in addition, reading skills involve: identifying word meaning, makes inferences, identifying the writer's point of view, and understanding the factual ideas. so, the students can easy to understand the ideas through reading also can manage, analyze, and interpreting what the authors mean. then, it also recognizes the types of the text, deducing the meaning, understanding explicitly and non-explicitly information, conceptual meaning, relations within the sentences to sentences through lexical cohesion, and distinguishing the main idea from supporting detail. the kinds of reading, they are (1) reading for meaning; it is to understand the message which was written in the text. we do not read aloud during we are reading. (2) reading aloud; the aims of this reading are not just to understand the text, but also to give information to the listeners, and (3) reading for comprehension; it means reading with understanding about what are have read. kustaryo (1988 in muhaimin, 2019) nunan (1999) recommended several purposes of reading: to give the information to students based on their background competence, to give instructions on students to perform how they got the information on the reading text, to understand and give correspondence on reading text, to analyze the information on the reading text, and be able to know what is happening or has happened. mckeown and gentilucci (2007) claim that reading aloud is a method of measuring the cognitive reading process and it is used to measure the competence of reading skills. in accordance with this, reading aloud is a process to build up the students' competence to understand the reading skills. it is the one strategy to make the atmosphere of the classroom is effective and enjoyable in the teaching and reading process. reading aloud is an effective way because it needs the students' and teacher’s feedback to construct the meaning of the text. then, applying the reading aloud strategy will prompt the students to improve their reading skills. zaini et al (2007 in huda et al 2015) reading aloud is a learning strategy that emphasizes loud sound with the teacher explaining and overviewing both the beginning and the last of the learning process. this strategy is one of the active learning methods that can help students’ concentration, and remand the question and discussion. related to sajid and kassim (2019) ideas this is an important strategy because it encourages students to read and wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 13 eventually starts to improve their reading comprehension, which in turn enhances their literacy levels. the aim of the reading aloud strategy is to improve students' competence in understanding, analyzing, and interpreting the text. it makes the students more comfortable in reading activity and giving good motivation to students to elaborate more on their pronunciation competence and self-confidence in mastering reading skills. it makes the good atmosphere of the class and students are enjoyable in the teaching and learning activity. in addition, this strategy can make students get information about the text. based on the description above, the researchers want to know the effect of the reading aloud strategy on students' reading skills. research method research design this research used an experimental design, the design is a non-equivalent control group design which is involving two groups of classes. one group was used as the experimental class and another group was used as the controlled class. the researchers used pre-test and post-test designs in both classes. population and sample the population of this research was the second-grade students of smp negeri 1 satap wasile. it is consisting of 40 students both male and female. then, the researchers conduct this research by applying the reading aloud strategy. instruments the researchers used a reading test as an instrument. the test was used to know the students' competence in understanding reading text. in this case, the researchers gave the students a reading test using the reading aloud strategy. data analysis wahid (2020) data analyzing technique used spss-16 to continuation process from data processing to observe how to interpret the data, and analyze the data from the output which have in the output phase of the data tabulation. the researchers try to describe the steps in collecting data for the investigation. in this technique of analyzing data, the researchers use triangulation of data analysis: (a) the mean formula; the mean is used to find out the average scores. it is an efficient measurement of control tendency. (b) standard deviation; the standard deviation is used in order to average variability of the scores around the mean. (c) categorization; to find out criteria of the students' competence in understanding reading text. research findings and discussion research findings the results of the data analysis; reading skill test which is used by the researcher consists of pre-test and post-test. the pre-test was given to find out the students' competence in reading skills and the post-test was given to find out the improvement of the students' reading skills after the researchers were giving the treatment. wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 14 table 1 the score of pre-test in the experimental class no interval frequency percentage category 1. 90 – 100 0 0% very good 2. 76 – 89 1 0.5% good 3. 61 – 75 5 0.25 fair 4. 51 – 60 14 0.7 poor total 20 100.00 table 1 shows the students' reading skills after the researchers conduct the research. then, the researchers classified it into several categorizations. it can be seen that 1 student gets good categorization or (5 %), 5 students get fair categorization or (25%), and 14 students get poor categorization or (7%). so, based on the score and categorization above the students still get the lowest score. table 2 the score of the post-test in the experimental class no interval frequency percentage category 1. 90 – 100 0 0% very good 2. 76 – 89 5 0.25% good 3. 61 – 75 7 0.35 fair 4. 51 – 60 8 0.4 poor total 20 100.00 it presented in table 2, there were 5 students get good categorization or (25%) it showed that the students had increased competence in understanding, analyzing, and interpreting the reading text, 7 students get the fair categorization or (35%) it showed the students are rich their critical thinking of the text, and 8 students get poor categorization or (4%) it showed that the students persist the same mistake, the students should a lot of practicing at their home to overcome the problem. based on the result above, the score in the post-test was higher and the students are good competence in reading skills. table 3 the score of the pre-test in the control class no interval frequency percentage category 1. 90 – 100 0 0% very good 2. 76 – 89 0 0% good 3. 61 – 75 4 0.2 fair 4. 51 – 60 9 0.45 poor 5. 50 7 0.35 very poor total 20 100.00 table 3 shows the score in the control class from 20 students. there were 4 students who got a fair score or (2%), 9 students who got a poor score or (45%), and 7 students who got less than 50 score or (35%) based on the score above the students still got the average score. wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 15 table 4 the score of the post-test test in the control class no interval frequency percentage category 1. 90 – 100 0 0% very good 2. 76 – 89 0 0% good 3. 61 – 75 4 0.2 fair 4. 51 – 60 9 0.45 poor 5. 50 7 0.35 very poor total 20 100.00 table 4 shows that the score in the control class from 20 students. there were 4 students who got a fair score or (2%), 9 students who got a poor score or (45%), and 7 students who got less than 50 score or (35%). it means that they still got the average score. the mean score of the experimental class was 61 and a standard deviation was 8.20 (pre-test), the mean score of the control class was 56.05 and a standard deviation was 8.53 (post-test), the mean score of the experimental class was 69.1 and the standard deviation was 8.22. (post-test), and the mean score of the control class was 60.4 and a standard deviation was 9.68 (post-test). it revealed that the mean score and standard deviation of pre-test and post-test of the experiment and control class were different which was obtained from the students' score above. based on the score above, it could be concluded that the student's competence in the experimental class was higher than the students' competence in the control class. while the post-test score in the control class from 20 students as the table above shows, that none of the students (0%) got very good score and a good score, fourth students got the fair score or (2%) nine students got a poor score or (45%), seventh students got very poor or (30%) it can be concluded that the rate percentage in the post-test was greater than pre-test. table 5 the result of the t-test calculation variable t-test value level (p) x1– x2 0.00 0.05 the t-test score in table 5 showed that the value of t is 0.00<0.05. it means that the alternative hypothesis is accepted, with this value it can be concluded that the reading aloud strategy can improve students' reading skills and effective ways used in the teaching and learning process. figure 1. diagram of the pre-test in the experiment class (source: spss-21) wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 16 based on figure 1 showed that the students still got the average score in reading competence. it needs that the students should improve their reading skills through the reading aloud strategy. figure 2. diagram of the post-test in the experiment class (source: spss-21) figure 2 showed that the students got significant improvement after they got material through the teacher, the teachers explain them through the reading aloud strategy to improve their reading skill to understand the reading text. figure 3. diagram of the pre-test in the control class (source: spss-21) figure 3 showed that the students still got the average score in reading competence. it needs that the students should improve their reading skills through the reading aloud strategy. wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 17 figure 4. diagram of the post-test in the control class (source: spss-21) in figure 4, the students still got the average score in reading competence. it means that the reading aloud strategy should use in teaching reading skills to improve the student's competence in reading skills. discussion based on the observation previously, the researchers found a lot of students are hard to understand while analyzing and interpreting the reading text. so, it makes the researchers spend a lot of time conducting this research through teaching. this strategy used by the researchers in the teaching and learning process is the reading aloud strategy. this strategy is believed that can overcome the students' problem in reading skills. in addition, the reading aloud strategy is one of the most important strategies in teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class and getting the information. this strategy helps the students focus on the content of the text because the words are pronounced loudly and it is saved in students' memories. based on the result above, the students are well competent in understanding, analyzing, and interpreting the text through the reading aloud strategy. it is proved by the score of the pre-test in the experimental class was 61 and the standard deviation is 8.02 and the post-test score was 69.1 and the standard deviation is 8.22. meanwhile, the result of the pre-test in the control class was 56.05 and a standard deviation is 8.53 and the post-test score was 60.4 and a standard deviation is 9.68. then, the result of the t-test was 0,00<0,05 it means that reading aloud is an effective and enjoyable strategy used in the teaching and learning class. this finding was consistent with (huda et al, 2015) learning process by using reading aloud strategy seems to have been comprehensively successful. it means that through implementing this kind of learning strategy, the students' achievement including activeness, atmosphere, and fluency. in addition, (sajid and kassim, 2019) reading comprehension can be improved by reading aloud strategies. research has shown that this strategy if used very well by the expert teachers is the only single most important one that can improve not only reading proficiency but also text understanding for improving reading comprehension skills. conclusion the researchers found that there was a significant difference between the experimental and control classes. the value of t-test is 0,00<0,05. it means that the reading aloud strategy could improve the students' competence in reading skills. reading aloud strategy had also given positive effect on students. it makes the student more active to pronounce the word wahid the effectiveness of reading……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 18 loudly. then, the reading aloud strategy improves students' competence in understanding, analyzing, and interpreting the reading text. acknowledgement this thesis would not be finished without any help from the others. therefore, the researchers wish to give appreciation and thanks to all colleagues who have support and giving comments in any part of this article. criticisms or suggestions from the readers are very much expected to perfect this article. furthermore, researchers hope this article can help readers to add scientific specialties. references bojovic. m. (2010). reading skills and reading comprehension in english for specific purposes. serbia: university of kragujevac, faculty of agronomy cacak. erler, l., & finkbeiner. c. (2007). a review of reading strategies: focus on the impact of first language. in a. d. cohen & e. macaro (eds.), language learner strategies: thirty years of research and practice (pp. 187–206). oxford university press. hj wahid, j., & a. thais, i. (2020). chunking strategy; in enhancing fourth semester students’ reading skill at english department of muhammadiyah university. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 18-25. https://doi.org/10.33394/jo-elt.v7i1.2636. huda, m., ali, o., & kartanegara, m. (2015). the effect of learning strategy of reading aloud on students' achievement in the subject of islamic studies at secondary school in semarang. international journal of education and research. 3. 577-588. kustaryo, s. (1988). panduan pengajar buku reading teachniques. jakarta: proyek pengembangan lembaga pendidikan tenaga kependidikan. mckeown, r. g., & gentilucci, j. m. (2007). think-aloud strategy: metacognitive development and monitoring comprehension in the middle school second-language classroom. journal of adolescent & adult literacy j adolesc adult literacy, 51(2). 136-147. https://doi.org/10.1598/jaal.51.2.5. muhaimin, a. (2019). the use of reading aloud strategy to improve students’ fluency and pronunciation accuracy in reading skills of the eighth grade at mts nu aswaja tengaran in the academic year 2017/2018 [unpublished master thesis]. english education department: state institute for islamic studies (iain) salatiga. nunan. d. (1999). second language teaching and learning. boston: heinle publishers. nur, a. h., & ahmad, d. (2017). improving students’ reading skill through interactive approach at the first grade of sma n 1 mare, bone. eternal: (english, teaching, learning, and research journal), 3(1), 44-56. https://doi.org/10.24252/eternal.v31.2017.a5. paris, s. g., lipson, m. y., & wixson, k. k. (1994). becoming a strategic reader. in r. b. ruddell, m. r. ruddell, & h. singer (eds.), theoretical models and processes of reading (pp. 788–810). international reading association. sajid, m. k. m., & kassim, h. (2019). the effects of reading aloud strategies on text level difficulties, reading proficiency and reading comprehension skill. international journal of language education and applied linguistics (ijleal), 9(1), 85-97. https://doi.org/10.15282/ijleal.v9.788. wang, y. h. (2016). reading strategy use and comprehension performance of more successful and less successful readers: a think-aloud study. educational sciences: theory & practice, 16(5), 1789–1813. https://doi.org/10.12738/estp.2016.5.0116. zaini, h., bermawy, m., & aryani, s. a. (2008). strategi pembelajaran aktif. yoyakarta pustaka insan madani dan ctsd uin sunan kalijaga. https://doi.org/10.33394/jo-elt.v7i1.2636 https://doi.org/10.1598/jaal.51.2.5 https://doi.org/10.24252/eternal.v31.2017.a5 https://doi.org/10.15282/ijleal.v9.788 https://doi.org/10.12738/estp.2016.5.0116 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.67-73 doi:10.33394/jo-elt.v8i1.3837 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 67 the effect of youtube video on students’ listening comprehension performance #1 siti syafi’atul qomariyah, *2 dira permana, *3 heri hidayatullah #1 english lecturer, fbmb, universitas pendidikan mandalika, indonesia *2 english lecturer, fbmb, universitas pendidikan mandalika, indonesia *3 english lecturer, fbmb, universitas pendidikan mandalika, indonesia corresponding author email: sitisyafiatulqomariyah@undikma.ac.id a b s t r a c t s a r t i c l e i n f o the difficulties to catch any intended information conveyed by speakers on the audio recording by the students still become problematic during learning listening comprehension in the classroom. this study aimed to find out the effect of applying youtube videos on the students’ listening comprehension performance. this study was experimental research (quasi-experimental with non-equivalent control group design). the researchers used all the first-semester students of english language education as a sample through the total sampling technique. to get the data, the researchers used a listening test as the instrument. there were two groups that were tested in the study; experimental and control groups. the experimental group was treated by applying youtube videos while the control group was treated by audio recording. based on the result of the study, it was found that the t-test was 1.834 and the t-table was 0.073 (t-test was higher than t-table). in the other words, the alternative hypothesis was accepted and the null hypothesis was rejected. the result of the study also showed that the students felt more interested and motivated to learn listening comprehension by using youtube videos as the learning media during the learning process takes place in the classroom. thus, it could be concluded that the application of youtube videos has given a positive and significant effect on students’ listening comprehension performance. article history: received: may, 2021 revised: may, 2021 published: june, 2021 09 sep 2018 keywords: youtube, listening comprehension performance, how to cite: qomariyah, s., permana, d., & hidayatullah, h. (2021). the effect of youtube video on students’ listening comprehension performance. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 67-73. doi:https://doi.org/10.33394/jo-elt.v8i1.3837 introduction the shift in the way of learning due to covid-19 pandemics all over the world nowadays has brought a significant effect on the implementation of indonesia’s education system. the fact that face-to-face learning was not in use anymore and changed into online learning. online learning is a teaching and learning process that utilizes an internet connection and learning platform. purbo (2002) stated that online learning is a form of information technology that is applied in the field of education in the form of virtual schools. cisco (2001) explains the philosophical online learning as follows: (1) online learning is the delivery of information, communication, education, training online. (2) online learning provides a set of tools that can enrich the value of conventional learning (conventional learning models, studies of textbooks, cd-roms, and computer-based training) so that they mailto:sitisyafiatulqomariyah@undikma.ac.id qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 68 can answer the challenges of the development of globalization. and on this occasion, the researchers had a chance to commit online learning following the rule set by the university responding to the education minister’s instruction responding to covid-19 pandemics spread. upon conducting an observation, the researchers found that there were many students who were still difficult to catch the intended information such as finding the main idea of the spoken texts, predicting the detailed information of the speakers from the recording played, and differentiating variety of lexicons with sounds. these difficulties oftentimes made students look bored when asked to listen to the audio recording during the learning. dealing with the problems above the researcher sought to find out the effect of applying youtube on the students’ listening comprehension ability. listening is a process in which recognition of sounds, knowledge of lexicon, syntax, discourse markers, and the world all interact with each other (bacon, 1989: 544). according to rubin (1995), listening consists of processing information that listeners get from visual and auditory clues in order to define what is going on what the speakers are trying to express. harmer (1998: 96) stated that one of the main reasons for getting students to listen and to speak english is to let them listen to different varieties and accents rather than just the voice of their teacher with its own idiosyncrasies. there are two kinds of listening namely: 1) one-way listening (transactional listening); typically associated with the transfer of information, and 2) two-way listening (interactional listening); typically associated with maintaining social relations (nation & newton, 2009: 37). the bottom-up process and top-down process are part of the listening process. bottomup processing involves perceiving and parsing the speech stream at increasingly larger levels beginning with auditory-phonetic, phonemic, syllabic, lexica, syntactic, semantic, propositional, pragmatic, and interpretive (field, 2003: 326). top-down processes involve the listener in going from the whole-their prior knowledge and their content and rhetorical schemata to the part. in other words, the listener uses what they know of the context of communication to predict what the message will contain, and uses parts of the message to confirm, correct or add to this. the key process here is inferencing. teaching listening means helping students to develop their listening skills and to understand the things they listen to (richards, 2006). this could be created by using appropriate materials and media for learning sources and construct a good lesson plan. through the use of materials and carefully designed activities, the goals of teaching listening are achievement (etman, 2012). there are many various teaching media as alternatives for teaching such as google classroom, moodle, blog, e-learning, i-tune, vimo, youtube, etc. among these alternative teaching media, youtube is one of the most popular and attractive media to attract the learners’ interest in learning. youtube is a video-sharing website that allows users from over the world to watch videos posted by other users and upload videos of their own. youtube content can be educational, entertaining, political, historical, medical, and personal videos. youtube is a rich source of authentic materials especially in english lessons which could give motivate students to interact in an educational capacity through english language videos. youtube, an important offshoot of digitalization, is leading the charge as the most multipurpose medium for content transactions in the classroom and outside the classroom. it not only provides digital entertainment but also provides a great environment for learning (srinivasacharlu, 2020). youtube videos also could help students develop their learning autonomy levels as it encourages them to watch and explore english language videos continuously inside and outside classroom themes. youtube videos are authentic in nature since it presents various interesting videos created by people from around the world which are not only designed for fun purposes but also for educational purposes. these videos could give students an opportunity to learn to communicate effectively in the foreign language by experiencing the language as it is used for real communication by native speakers (rogers & madley, 1988). qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 69 youtube videos can offer many features as a teaching tool. as a free teaching resource, it can save an educational budget. it will also help students learn the english language in and out of the classroom; they can explore different english cultures with different accents. however, the two main advantages of using youtube are authenticity and students’ motivation. these two concepts could possibly be incorporated and enhanced by using youtube. there have been many kinds of research dealing with youtube videos use in the learning of english as a foreign language, one of which was by chia-ci et.al (2020) finding that the use of youtube in the efl classroom improved listening comprehension and retention of efl college student. further, syafiq et.al (2021) found that youtube videos as english learning material improved the speaking skill of students including their fluency, vocabulary, pronunciation, grammar, and content consisting of 85 students from the nonenglish program. even, sari, et.al (2020) claimed that the video project provided efl learners’ the opportunity to improve themselves innovatively. regarding these findings, the researcher feels interested to study more about the utilization of youtube videos in the teaching of english, particularly in teaching listening skills. the intended question aimed to be sought within this study was whether or not youtube videos give a significant effect on the students’ listening comprehension performance. research method in this study, the researchers applied quasi-experimental with non-equivalent control group design. sugiyono (2017: 116), writes that a nonequivalent control group design is a design that includes two groups; experimental group and control group. both the experimental group and control group had pre-test and post-test designs. the researchers gave different treatments to the two groups. the experimental group was treated by youtube videos and the control group was treated by audio recording. the population of this study was 90 students. the population is defined as a collection of all the possible objects, people, or scores of a particular type (miller, 2005: 53). regarding the total a number of population, the researchers took two classes as the samples; experimental and control group. to determine the samples of the study, the researchers used the total sampling technique due to all of the population were used. the research instrument used for data collection was a listening test. willson (2008:170) writes there are many kinds of listening tests including text with the question (the learners have a list of multiple-choice questions in front of them while they listen to a text being read or a recorded dialogue). the researchers used this kind of listening test since it was commonly applied to the students. the listening test consisted of 35 questions in the form of multiple choice. data of the study were collected by firstly giving the same pre-test to both groups (experimental group and control group) before conducting the treatment. as the treatment was conducted, a post-test was subsequently administered to both groups. data collected were then analyzed by using spss 19 and used t-test to compute the data derived from two samples. in identifying whether or not applying youtube videos gave a significant effect on students’ listening comprehension performance, the researchers compared the result of the ttest with t-table. if the t-test ≥ t-table, the alternative hypothesis would be accepted which means that applying youtube videos gave a significant effect on students’ listening comprehension performance. if the t-test ≤ t-table, the null hypothesis would be accepted which means that applying youtube learning videos did not give a significant effect on the students’ listening comprehension performance. qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 70 research findings and discussion research findings the result of the computing listening score of the experimental group and control group showed that the mean score of the experimental group was 75.3 and the control group was 73.2. the median was 75 for both the experimental group and control group. the score of mode was 80 for the experimental group and 75 for the control group. the result of statistics in detail can be seen in table 1. tabel 1 statistics experimental group control group n valid 45 45 missing 0 0 mean 75.3333 73.2222 median 75.0000 75.0000 mode 80.00 75.00 sum 3390.00 3295.00 to answer the hypothesis, the researchers analyzed the t-test by using spss. the result of the analysis can be seen in table 2. tabel 2 t-test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 experimental control 2.11111 7.72311 1.15129 -.20917 4.43139 1.834 44 .073 the result of testing the hypothesis showed that the t-test was 1.834 and the t-table was 0.073 at the significance level of 0.05 with the degree of freedom 44. the score of the t-test was higher than the t-table (1.834>0.073), which could be noted that the null hypothesis (ho), which stated: “there is no significant effect of applying youtube videos on the students’ listening comprehension performance”, was rejected. therefore, the alternative hypothesis (ha), which stated: “there is a significant effect of applying youtube learning videos on the students’ listening comprehension performance”, was accepted. during the process of applying the treatment, the students showed interest and motivation in the media used. the students could show maximum effort to identify various words, understand the meaning of the words, enunciate the words. youtube learning videos provided both audio and visual inputs to the students which attracted and gave students the qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 71 opportunity to figure out the speech or words they heard within the learning process as well as to enhance their language abilities. discussion the research problem of this study is: is there any significant effect of applying youtube learning videos on students’ listening comprehension performance?. after computing all data of findings, the researcher could answer the intended question above. the result of the finding showed that alternative hypothesis meaning that there was a significant effect of applying youtube videos on students’ listening comprehension performance was accepted. this finding was established by statistical computation score showing that t-test was higher than t-table (1.834>0.073). during the treatment, the application of youtube videos made the students feel easier and fun to learn listening comprehension in the classroom. even though teaching with youtube videos uses gave positive, some students still found difficulty in learning some listening materials. the reason why some of the students felt difficulty due to listening skill was undeniably difficult than other skills. willson (2008: 13) states that (1) characteristics of the message; linguistic difficulties include unknown words, lexical density (short spaces of time between content words, forcing the listener to concentrate harder), and complex grammatical structures. non-linguistic characteristics of the message include familiarity with the topic, text type, and cultural accessibility. (2) characteristics of the delivery; it is a vital factor. there are two kinds of vital factors namely reciprocal (there is the interaction between two or more people/ there is a conversation) and nonreciprocal (the listener has the opportunity to contribute to a conversation). nonreciprocal is more difficult than reciprocal. (3) characteristics of the listener; some students have problems motivating themselves to listen. according to multiple intelligences theory, people possess different bits of intelligence such as linguistic, logicalmathematical, spatial, bodily kinaesthetic, musical, interpersonal, and naturalist. besides that the students’ dispositions, there is the age factor. young learners can be loosely categorized as anything from the age of seven or eight up to those in their mid to late teens. some temporary characteristics that affect listening might include anxiety, tiredness, boredom, or having a cold. (4) characteristics of the environment; environmental conditions which may affect listening performance include the temperature of the room, background noise, or defective equipment which affects the clarity of a recording. however, the success of applying youtube videos could be seen from the students of the experimental group which was more enjoyable and fascinated to learn listening materials presented during the learning compared to the students treated by audio recording. the students even looked more motivated to follow up the lecturer’s instruction dealing with the accomplishment of the task. the use of youtube videos provided an opportunity for the students to learn the english language as if they were confronted with native speakers directly in a settled setting where the learning took place. the finding of the study was also similar to what had been studied by ayu (2016) entitled “youtube videos in teaching listening”. the result of her study showed that youtube is a learning website in which the teacher could take authentic teaching materials. students were more likely to enjoy the learning activity through youtube because the use of youtube videos attracted their attention. she added that youtube videos help learners get a better insight into the subject lesson through visual support. students certainly gain knowledge as well as listening skills because youtube video makes the learning situation in the classroom more enjoyable, motivating, interesting, creative, cooperative, and productive. the students tended to be excited to complete the task given by the teacher when this media was applied. qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 72 rizkan et.al (2018) also conducted the effect of using youtube videos as the teaching media on the students’ listening skills (the case of second-semester students of english education study program of ikip pgri pontianak). he found that youtube was more effective than using audio to teach listening comprehension and there was an interaction between the teaching materials in listening comprehension. these results have established the finding of the study that youtube videos succeed to give a significant effect on students’ listening comprehension performance during the learning. conclusion learning english through applying youtube with relevant videos has become one of the alternatives or main sources of learning within the improvement of english students’ listening comprehension performance. the english learning videos provided by youtube present illustrative images in which the students can learn the materials through visual and audio aids. youtube learning videos also provide the students with large areas of self-learning and provision of knowledge based on the students’ curiosity. on the other hand, other learning sources where knowledge and goals are limited as well as time and place limit the students’ mobility in exploring their intellectual capacity. the data analysis proves that applying youtube learning videos for students of the english language department, particularly the first semester of experimented students has indeed enhanced their listening comprehension performance after watching youtube videos better than students treated without youtube videos of learning; audio recording. the statistical result also shows that there is a significant effect of the students’ listening comprehension performance scores between the experimental and control class, in which t-test is higher than t-table in significance level 0.5. for further results on the study of youtube, the next researchers can commit the same study with different fields of study and topics for digging up the hidden strength of youtube as the source of learning english. references ayu, l. p. (2016). youtube videos in teaching listening: the benefits in experts’ views. research and english education (read), 1(2), 152-160. bacon, s. (1989). listening for real in the foreign language classroom. foreign language annal, 22:543-550. chien, c., huang, y., & huang, p. (2020). youtube videos on efl college students’ listening comprehension. english language teaching, 13(6), 96-103. https://doi.org/10.5539/elt.v13n6p96. cisco (2001). e-learning: combines communication, education, information, and training. avaliabe at [online] http://www.cisco.com/warp/public/10/wwtraining. etman, d. (2012). teaching listening. jakarta: kementerian pendidikan dan kebudayaan. field, j. (2003). promoting perception: lexical segmentation in l2 listening. elt journal, 57(4), 325-334. harmer, j. (1998). how to teach english. ny: longman elt. miller, s. (2005). experimental design and statistics (2nd ed). taylor & new york: francis e-library. nation, i. s. p., & newton, j. (2009). teaching esl/efl listening and speaking. routledge, new york and london, purbo, o. w. (2002). buku pintar internet teknologi e-learning berbasis php dan mysql merencanakan dan mengimplementasikan sistem e-learning. jakarta. elex media komputindo. richards, j. c. (2006). communicative language teaching today. new york: cambridge university press. https://doi.org/10.5539/elt.v13n6p96 http://www.cisco.com/warp/public/10/wwtraining qomariyah the effect of youtube ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 73 rizkan, a. m., mukhaiyar., & refnaldi. (2018). the effect of using youtube as a teaching media on the students’ listening skill (the case of 2nd semester students of english education study program of ikip pgri pontianak). advance in social science, education and humanities research. seven international conference on language and arts (icla), 301, 286-290. https://dx.doi.org/10.2991/icla-18.2019.48. rogers, c., & medley, f. (1988). language with a purpose: using authentic materials in the foreign language classroom. foreign language annals, 21(5), 467-478. rubin, j. (1995). the contribution of video to the development of competence in listening, in mendelsohn, d and rubin j (eds) a guide for the teaching of second language listening, san diego: dominie press, 151-165. sari, a. b. p., dardjito, h., & azizah, d. m. (2020). efl students’ improvement through the reflective youtube video project. international journal of instruction, 13(4), 393408.https://doi.org/10.29333/iji.2020.13425a. srinivasacharlu, a. (2020). using youtube in colleges of education. shanlax international journal of education, vol. 8, no. 2, 2020, pp. 21–24. doi: https://doi.org/10.34293/education.v8i2.1736 sugiyono. (2017). metode penelitian kuantitatif dan kualitatif r&d. bandung: alfabeta. syafiq, a. n., rahmawati, a., anwari, a., & oktaviana, t. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya : journal of english language studies, 3(1), 50-55. https://doi.org/10.31849/elsya.v3i1.6206. willson, j. j. (2008). how to teach listening. pearson education limited: england. https://dx.doi.org/10.2991/icla-18.2019.48 https://doi.org/10.29333/iji.2020.13425a https://doi.org/10.34293/education.v8i2.1736 https://doi.org/10.31849/elsya.v3i1.6206 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.57-67 doi:10.33394/jo-elt.v7i2.2973 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 57 english teachers’ preparedness in technology enhanced language learning during covid-19 pandemic – students’ voice #1 komilie situmorang, *2 dwi yulianto nugroho, *3 santa maya pramusita english lectures, faculty of nursing universitas pelita harapan, indonesia corresponding author email: komiliesitumorang@uph.edu a b s t r a c t s a r t i c l e i n f o students’ voices matter because they tell us different perspectives of what happens in the classroom. this study focused on the students’ voices of the english teachers’ technical and digital preparedness in technology-enhanced language learning. the study was designed in a descriptive quantitative method using a 4-point likert scale questionnaire. this study recruited 105 nursing students to voice their teachers’ preparedness in the technology technology-enhanced learning during the pandemic. the result indicated the respondents’ voice expressed that their english teachers positively transformed along with the time. teachers were found to be positively prepared in digital literacy, digital classroom, and digital assessment after a short period. implications suggest that teachers and students adopt remote learning as it will soon be the new normal in language teaching. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: covid-19, english teacher, digital learning, remote learning, how to cite: situmorang, k., nugroho, d., & pramusita, s. (2020). english teachers’ preparedness in technology enhanced language learning during covid-19 pandemic – students’ voice. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 57-67. doi:https://doi.org/10.33394/jo-elt.v7i2.2973 introduction the use of technology is inevitable and inseparable in today’s teaching and learning activities since covid-19 has triggered the emergency remote learning and forced the schools’ closure for almost nine months. both teachers and students depend on the use of technology to keep teaching and learning going. teachers adjust the material which was once designed to be delivered in the classroom to fit the online learning. materials are offered in many forms, such as videos, documents, projects, and many other formats. however, the delivery was not easy. agung, surtikanti, and op (2020) reveal that online learning was challenging as there were limited devices and an internet connection to support online learning. atmojo and arif (2020) similarly find that online learning was too sudden, so the teachers lacked preparation and planning. not only teachers but also students struggle through online learning. although the use of technology has long been studied in the classroom use, the overnight shift to online learning is made possible due to the pandemic which has hit the world globally since early 2020. this sudden shift is inconvenient and radical. lestinawati and widyantoro (2020) mention that both teachers and students are burdened due to technology limitation and their inability to organize the devices. however, no one likes the idea of sending students back to schools as everyone is aware of how deadly it could be. hence, online learning may continue to an unprecedented time. mailto:komiliesitumorang@uph.edu situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 58 regardless of the sudden shift to online learning and the pros and cons during the pandemic, the numbers of researchers in the use of technology in language learning have risen exponentially in the last decade. technology is believed to have benefited the language learning in many ways. it is believed to support verbal skills (moura and carvalho, 2013), speaking and listening skills (lys, 2013), and also grammar (wang and smith, 2013). these benefits are made possible because technologies are equipped with features such as multimedia interfaces that help language learning (moura and carvalho, 2011). as a result, most of the studies promote the use of technology in the classroom (gomes, lopes, and araujo, 2016; mondahl and razmerita, 2014; hartman, townsend, and jackson 2019). several studies also find that technology improves learning qualities. steele et al. (2019) indicate that learning with virtual applications can support students’ cognitive and creative skills. this finding is arguably justified in how teachers are now bringing the gamification tools to the classroom to support learning. teachers have been able to use the quizzis, kahoot, menti, and the alike gamification tools to make learning fun. moreover, the students today are called digital natives for no arguable reasons. they were born into technology and adapt to technology integration quickly. therefore, although the pandemic shuts down the physical class, they can quickly adjust to the use of technology at home. genota (2018) and swanzen (2018) report that instead of instructed in the topic students prefer to have a virtual application to learn and gain information. with that said, it is not the students who need to understand the technology but the teachers who used to teach traditionally. there are yet spreading conceptions among teachers that it is always better to do the teaching using old traditional ways. teaching through technology has been said to shift teacher-centered learning into student-centered education, the effect, however, is yet not salient because many are using the technology. still, they do not necessarily change the instructional practices which have been done for years (hartman, townsend, and jackson, 2019). in indonesia, a study shows relatively negative experience from the teachers (rachmawati, 2016); however, some research on the use of mobile phones in the classroom has been showing positive experiences (yudhiantara & saehu, 2017; yudhiantara & nasir, 2017). to effectively evaluate whether teachers are improving and quickly adapt to technologies used during distance learning, it is vital to assess the teachers from the students’ perspectives. it is to see whether the teachers have been learning and acquiring adequate knowledge and technological skills to support digital learning (somera, 2018). this study views this matter as essential because the teachers’ confidence in using and integrating the technologies guarantee the students’ experience in online learning (hartman, townsend, and jackson, 2019) and create an engaging language learning environment mondahl & razmerita, 2014; gomes, lopes & araújo, (2016). many aspects could be evaluated in the implementation of online learning. this study, however, specifically considered the three most essential elements. first, digital literacy assessed the teachers’ ability to identify the right tools to integrate the technologies in online learning. this aspect included the teachers’ comfortability in using the tools they are using and their instructions when organizing online class (nicol et al., 2018). it is vital to see because reid (2017) assures that format and instructional appropriateness may go wrong when organizing the online class. second, digital class organization assessed the teachers in managing online course from the perspective of the students. since teachers have been used to traditional learning, embracing the change in a short time may be difficult. teachers may look at themselves as incapable of using the technologies and fear of failure (dress, 2016). third, digital assessment assessed the students’ perspective on teachers giving situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 59 feedback. feedback is one of the most vital components in teaching and learning as it improves and affirms the students about the progress they make, and thus it is compulsory (hirsch, 2016). in online learning, the traditional assessment will not be used as it misses the higher-level of cognitive and affective skill found in online learning (crisp, guardia, and hillier, 2016). based on the essential components this study looked into three aspects of the material delivery in teachers including (1) digital literacy; (2) digital class organization, and (3) digital assessment from the students’ voice. it scrutinized how the english teachers had evolved in using the technological resources to create and support the favourable situation for students to learn remotely during the pandemic. research method research design the study aimed to find out the students’ perspective of their english teachers’ preparedness in conducting online learning due to emergency remote learning. as its nature was to explain the attitudes and the characteristic of a population, this study was designed in a descriptive quantitative research design (creswell, 2009). the descriptive quantitative research was employed because it best presented the students’ voice from the classroom. it answered the objective of the study by showing the result in percentages. this quantitative descriptive offers the social phenomenon, setting, experience, and group in a detailed picture (ruane, 2005), which helped to unveil the english teachers’ preparedness in using technology in the classroom. population and sample all students learning english for nursing during the pandemic in a private university will be the population of this study. therefore, this study used total sampling. one hundred two higher education students who were currently under the effect of the school closures were recruited as respondents. the informed consent form and the study information were distributed along with the link of the questionnaires. instruments the study employed a four-scale questionnaire where 1 (strongly disagree) and 4 (strongly agree) as the instrument of this research. there were 30 items of statements set to find the implementation of the technology-enhanced language learning in digital literacy, digital classroom, and digital assessment. the questionnaire was distributed via a google survey, including the information sheet and the informed consent forms. the link to the questionnaire was shared via facebook group and whatsapp group. the questionnaires had been tested for its reliability with 30 items result in r > 0.361cronbach and stated valid with cronbach alpha 0.971. data analysis the questionnaire was distributed using the google-survey—the respondents filled in the questionnaires after they first filled in the informed consent form. the data obtained from the questionnaires were first coded and analyzed using the descriptive statistic formula. the analysis results were presented in percentages. the procedures of analyzing the data are by first grouping the total of the likert scale per items; 4 (strongly agree), 3 (agree), 2 (disagree), and 1 (strongly disagree). the minimum score was established by applying the formula of 1xn and the maximum score of situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 60 4xn. the range score was set by finding the mean score from each question item in a category. the total mean score from each question item was then accumulated to seek the mean score of each category. research findings and discussion research findings the current study aimed to provide the students’ voice on their teachers in commencing the technology-enhanced language learning. the study looked at three aspects in delivering online teaching, including (1) digital literacy; (2) digital class organization, and (3) digital assessment. table 1 students’ voice on the teachers’ preparedness in digital literacy. strongly disagree n (%) disagree n (%) agree n (%) strongly agree on n (%) mean score digital literacy my tutor can use various digital tools synchronously and asynchronously in language learning 5 (4.9) 1 (0,98) 71 (69,61) 25 (24,51) 3,14 my tutor can use various digital tools to communicate and interact with students in synchronous and asynchronous language learning 5 (4.9) 1 (0,98) 70 (68,63) 26 25,49) 3,15 my tutor can use various search engines (google, firefox, safari) to enhance language learning 5 (4.9) 5 (4,9) 68 (66,67) 24 (23,53) 3,09 my tutor can save, access, and share files from online storage during the language learning 5 (4.9) 1 (0,98) 65 (63,73) 31 (30,39) 3,20 my tutor selects the easy access online digital apps to enhance synchronous and asynchronous language learning 5 (4.9) 3 (2,94) 64 (62,75) 30 (29,41) 3,19 my tutor can use the online plagiarism app to enhance synchronous and asynchronous language learning 5 (4.9) 0 61 (59,80) 36 (35,29) 3,24 my tutor can use a certain digital tool in synchronous and asynchronous language learning 5 (4.9) 2 (1,96) 69 (67,65) 26 (25,49) 3,14 my tutor provides online rooms (whatsapp group, discussion forum) to interact synchronously in language learning 5 (4.9) 0 56 (54,90) 41 (40,20) 3,28 total score 3.18 table 1 indicated that almost all of the students agreed that their teachers were prepared in using the technologies. the teachers were able to use various digital tools to communicate, to teach, and to utilize the material through the online application. the highest mean was seen on the teachers’ availability in online rooms for discussion (m=3.28). meanwhile, the lowest situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 61 mean was seen on the teachers’ ability in using various search engines to enhance language learning (m=3.09). there was a consistent number of students who chose to disagree with their teacher preparedness strongly. nonetheless, there total mean of the aspects reached 3.18, indicating the excellent preparedness of the english teachers in the digital apps uses. table 2 students’ voice on the teachers’ preparedness in the digital classroom strongly disagree n (%) disagree n (%) agree n (%) strongly agree n (%) mean score digital classroom my tutor can use various teaching techniques synchronously and asynchronously to enhance language learning 13 (12,75) 1 (0,98) 60 (58,82) 28 (27,45) 3,01 my tutor can combine many ways of teaching to engage the students synchronously and asynchronously in language learning 14 (13,73) 0 57 (55,88) 31 (30,39) 3,03 my tutor can select the right gamification tools which suit the students’ speed synchronously and asynchronously in language learning 14 (13,73) 0 57 (55,88) 31 (30,39) 3,03 my tutor can select the engaging and motivating gamification tools (kahoot, quizziz, menti) synchronously and asynchronously in language learning 14 (13,73) 1 (0,98) 47 (46,08) 40 (39,22) 3,11 my tutor can use different gamification tools (kahoot, quizizz, menti) to teach different topic synchronously and asynchronously in language learning 14 (13,73) 2 (1,96) 51 (50,00) 35 (34,31) 3,05 my tutor can find the right digital content (video, audio, games, worksheet) to support the students synchronously and asynchronously language learning 14 (13,73) 0 57 (55,88 31 (30,39) 3,03 my tutor can use the digital sources to create a logical and structured understanding in synchronous and asynchronous language learning 13 (12,75) 2 (1,96) 60 (58,82) 27 (26,47) 2,99 my tutor can plan and execute synchronous and asynchronous language learning smoothly 12 (11,76) 3 (2,94) 56 (54,90) 31 (30,39) 3,04 my tutor can organize the digital sources well so the students can easily access it during synchronous and asynchronous language learning 13 (12,75) 1 (0,98) 54 (52,94) 34 (33,33) 3,07 my tutor can provide additional material for students who have different speed in synchronous and asynchronous language learning 11 (10,78) 4 (3,92) 57 (55,88) 30 (29,41) 3,04 my tutor can combine the word processors, presentation tools, and other 14 (13,73) 0 59 (57,84) 29 (28,43) 3,01 situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 62 sophisticated tools to help the synchronous and asynchronous language learning my tutor can give clear demonstration when using gamification and digital tools in synchronous and asynchronous language learning 12 (11,76) 2 (1,96) 55 (53,92) 33 (32,35) 3,07 my tutor can control the students not to get distracted when using gamification and digital tools in synchronous and asynchronous language learning 10 (9,80) 4 (3,92) 62 (60,78) 26 (25,49) 3,02 my tutor can solve the technical problems that occurred when using gamification and digital tools in synchronous and asynchronous language learning 13 (12,75) 2 (1,96) 58 (56,86) 29 (28,43) 3,01 my tutor can create a positive atmosphere during the synchronous and asynchronous language learning 13 (12,75) 1 (0,98) 57 (55,88) 31 (30,39) 3,04 my tutor can motivate the students to study remotely and independently 13 (12,75) 1 (0,98) 51 (50,00) 37 (36,27) 3,10 total score 3.04 table 2 indicated that overall, the students demonstrated a positive experience with the digital classroom. roughly, 80% of students stated the teachers’ preparedness in utilizing and organizing the digital classroom. this finding indicated that the teachers were transforming along with the change in the teaching method. the teachers were found to be able to adapt , although it was believed that sudden changes were not easy. this finding provides enough evidence that english teachers have sufficient digital literacy before the pandemic. therefore, when there is a sudden shift from physical to online class, the students find their teacher ready with the tools. however, there were a consistent number of 11-13% of students who found their teachers to be unprepared. many factors may contribute to why these students consistently disagree. they could be student’s unpreparedness for online learning and technology unpreparedness. arguably, students’ movements are limited because of the social distancing policy. they stay at home and only see their friends through online media if possible. thus, this condition may affect their mentality when filling in the questionnaires. situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 63 table 3 students’ voice on the teachers’ preparedness in digital assessment strongly disagree n (%) disagree n (%) agree n (%) strongly agree n (%) mean score digital assessment my tutor can select the right digital tools to assess synchronous and asynchronous language learning 14 (13,73) 0 60 (58,82) 28 (27,45) 3,00 my tutor can use the right digital quiz to monitor the learning progress in synchronous and asynchronous language learning 14 (13,73) 0 56 (54,90) 32 (31,37) 3,04 my tutor can score the task on time in synchronous and asynchronous language learning 12 (11,76) 1 (0,98) 54 (52,94) 35 (34,31) 3,10 my tutor can give written and oral correction/feedback in synchronous and asynchronous language learning 14 (13,73) 0 53 (51,96) 35 (34,31) 3,07 my tutor can creatively provide assignment and remind deadlines in synchronous and asynchronous language learning 15(14,71) 0 54 (52,94) 33 (32,35) 3,03 my tutor can answer the students’ questions actively in synchronous and asynchronous language learning 13 (12,75) 1 (0,98) 50 (49,02) 38 (37,25) 3,11 total score 3.06 table 3 indicated the students’ perspectives on their teachers’ preparedness in assessing through online platforms. the total mean of all the questionnaire items (mean=3.06) showed that students viewed their teachers as capable of giving feedback and returning it to them. these findings revealed that the teachers have been able to organize online assessment through online platforms. students value the feedback as necessary as feedback measures the students’ cognitive achievement, and at the same time, it can empower the students. proper feedback with personalized comments strengthens the teacher-student relationship. with this said, the teachers have continued their roles well in giving input and enforcement to the students, although the physical class is not in place. discussion the study sought to explore the students’ voice on their teachers’ preparedness in conducting synchronous and asynchronous learning after emergency schools’ closures. this urgency was taken because one of the ways to assess whether the teachers were prepared should be the students. the study, therefore, looked at three aspects of the teachers’ preparedness, including digital literacy, digital classroom, and the digital assessment. in digital literacy, the data indicated that the respondents displayed a positive voice toward their teachers’ preparation. the teachers are found to have been able to use various digital apps and tools and are literate in using them to support the class. the interesting point is seen how the students value the teachers’ presence as most important in both synchronous situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 64 and asynchronous language learning. 97% of the respondents in this study value the company of the teachers during their education. this finding indicates that students still need their teachers, whether it is in an online or physical class. the teachers are expected to be there to provide the support required. this finding is, therefore, rings somera’s result (2018), which finds teachers have acquired the knowledge and skills to support digital learning. besides, the teachers were found literate with the various search engines to compile materials and enhance language learning. this finding answers the query of the digital literacy owned by the teacher. having been able to use various apps, the teachers are capable, and thus they are more confident when using technologies in the classroom (hartman, townsend, and jackson, 2019). thus far, the study has found that the teachers are prepared based on the respondents’ feedback and are considered will be comfortable when using various apps when organizing either online or offline class during this emergency remote teaching and learning condition. regarding 5% of respondents who consistently chose to disagree strongly, a personal approach may be needed to find out whether they have a unique connection problem during the teaching and learning process. in terms of the digital classroom, the total mean score is 3.04. this finding indicates that the students positively find their teachers able to organize the digital classroom. although the students are located in different areas, surprisingly, the teachers can organize the class online. the findings reveal two main items that surpassed the other items in this category. first, the teachers in organizing the course, the teachers are seen to bring engaging tools such as kahoot, quizziz, and menti to the classroom. this item is found the highest than all other items which show teachers’ preparedness from the students’ perspectives. this finding indicates that teachers are transforming through the synchronous and asynchronous class to make the learning fun. besides, another striking result is the words of encouragement from the teachers see to play a significant role in the digital classroom. students find that their teacher encourages them to study remotely and independently. there are little studies which have found similar finding. therefore, it is novel to the use of technology in the classroom organization. as it is not clear yet how the teachers deliver the words of motivation to the students in technology-enhanced language learning, this study calls for future research that will look into how teachers motivate their students through technologyenhanced language learning. finally, in terms of digital assessment, the findings indicate the preparedness of the teachers in using digital tools to give feedback and return the feedback on time. the respondents found the teachers to be able to organize the assessment, although they cannot monitor the students physically. this finding is closely related to how teachers can manage the digital classroom. having been able to use various apps to organize quizzes and interactive media, the skills to grade appear almost at the same time. in this matter, the process of evaluating and affirming the students are made real-time as the online quiz encourages direct progress (hirsch, 2016). through the questionnaires in the digital assessment, the teachers were shown providing the feedback to students question actively. this finding indicates that though through digital platforms, students need direct input from their students to affirm that they are making progress. besides, the respondents expressed that their teachers were able to create, assign, and score the task creatively. this finding indicates that the teachers are now able to design a higher level of cognitive and affective skill to support online learning (crisp, guardia, and hillier, 2016). the teachers no longer use the traditional assessment as they evolve with the technological resources to provide feedback. regarding the respondents who consistently chose to firmly disagree with all the three aspects assessed in the teachers’ preparedness, a different personal approach needs to be taken. as discussed earlier, students may have a mental breakdown due to the limitation in situmorang english teachers’ preparedness in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 65 their movement. this finding could be an indication of a more personalized problem to the students. besides, some students may experience an unpleasant experience, and this is not unique to online learning. this same finding has been echoed by rafiee & prufallah (2014), where iranian students perceive online learning, making them feel uneasy and incompetent. the same thing can also happen to the respondents of this research. conclusion this study has scrutinized the teachers’ preparedness in digital literacy, digital classroom, and digital assessment in a period after the emergency remote learning. the findings have indicated that the students assess their teachers to be positively capable in the three examined aspects pointing out the positive experiences the students have during the online learning. reflecting nine months ago when both teachers and students were panicked and knew nothing to do; this progress needs to be applauded. hence, in the future, the teachers will keep upgrading their digital literacy, digital classroom management, and the digital assessment used in the class. online learning will be part of the fixed and permanent system in education, mostly in the field of teaching and learning. therefore, both teachers and students need to embrace the current process of maturing themselves in the online learning system fully. acknowledgement the writers thank the lppm of universitas pelita harapan for the funding and mental support during the completion of this study. references atmojo, a., arief & nugroho, a. 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(2017). mobile-assisted language learning (mall) in indonesian islamic higher education. ijeltal (indonesian journal of english language teaching and applied linguistics), 2(1), 21–31. https://doi.org/http://dx.doi.org/10.21093/ijeltal.v2i1.52. https://doi.org/http:/dx.doi.org/10.21093/ijeltal.v2i1.52 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.38-51 doi:10.33394/jo-elt.v9i1.5132 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 38 motivational factors influencing pre-service efl teachers to choose teaching as a future career #1 indah eka asriani, *2 rahayu apriliaswati, *3 dwi riyanti #1 english student, english education study program, universitas tanjungpura, indonesia *2 english lecturer, english education study program, universitas tanjungpura, indonesia *3 english lecturer, english education study program, universitas tanjungpura, indonesia corresponding author email: indahekaasriani@student.untan.ac.id a b s t r a c t s a r t i c l e i n f o motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. this study investigates motivational factors that influence pre-service teachers of english education study program at fkip tanjungpura university, pontianak to choose teaching as a future career. unlike the previous research in the indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by watt & richardson (2007) named fit-choice scale. this research was conducted using a survey method. the number of participants in this study is 216 pre-service teachers. by using an online questionnaire that contains close-ended questions adapted from fitchoice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose english teaching as a future career are subject interest (m: 6.13), intrinsic career value (m: 5.78), social utility value (m: 5.75), and prior teaching and learning experience (m: 5.79). moreover, related to the belief about teaching, the pre-service teachers perceive teaching as a profession with high task demand (m: 5.40), but they rated task return lower (m: 4.91). furthermore, the researchers also identified other motivational factors mentioned by participants in open-ended questions named religious, personal and professional development, and dual benefit of learning to become an english teacher. article history: received: may, 2022 revised: june, 2022 published: june, 2022ed 16 aug 2018nline 09 sep 2018 keywords: efl, fit-choice scale, motivation, pre-service teachers, teaching career how to cite: asriani, i., apriliaswati, r., & riyanti, d. (2022). motivational factors influencing pre-service efl teachers to choose teaching as a future career. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 38-51. doi:https://doi.org/10.33394/jo-elt.v9i1.5132 introduction there is no doubt that motivation plays a significant role in individuals' career decisionmaking. dörnyei and ushioda (2011) stated that motivation might influence individuals' desire to exert effort, choose certain choices, and be engaged in a particular activity. in the english teaching context, prabjandee (2020) claimed that examining the motivation that influences student teachers' decision to choose the teaching profession as a future career has become a pressing issue. it is probably caused by the idea that teaching is well-known as an occupation that needs high motivation and commitment. a number of studies have proven that motivation to choose the teaching profession is closely related to the commitment to the mailto:indahekaasriani@student.untan.ac.id asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 39 teaching profession. hence, in the english education field, student teachers' initial motivational factors in choosing to become future teachers are worth to be investigated. in indonesia, motivated and committed english teachers are in high demand. it is because of the unequal teacher distribution that many teachers prefer to teach in urban areas rather than in remote areas. as a result, schools in remote areas are left with old and less competent teachers (febriana, nurkamto, rochsantiningsih & muhtia., 2018). moreover, some participants of this study, specifically those who lived in rural areas of kalimantan barat, also revealed that the students who lived in their hometowns have a lack of exposure to english subjects due to the english teachers shortage that happens there. hence, some schools in remote areas hire english teachers who are not qualified enough to fulfill the demand for english teachers. the government should take this seriously because the students in remote areas also have the right to learn english from competent english teachers. therefore, with the low interest in entering school teachers in rural areas, the government needs to maximize the teachers' recruitment process by not only considering those who are qualified enough but also start considering the initial motivation among the prospective teachers so that the government can hire teachers who would like to committed to the teaching profession even though they will be placed in a rural area. regarding the issues mentioned above, it is crucial to explore and understand the motivating factors that underlie student teachers' choice to pursue a career as future english teachers. it can be a key consideration for the education program to design and implement strategies that may attract newcomers or those in the first year of the english education study program to consider a teaching career. moreover, it can be used as the information to maintain the motivation among the student english teachers to persist in the choice so that they will not decide to drop out after joining the program for a short period of time. watt and richardson (2007) claimed pre-service teachers' desire for professional commitment and career path development could be shaped by their personal beliefs, assumption, and motivations for becoming a teacher in the future. therefore, it is important to investigate and comprehend the motivating factors that underlie student english teachers' decision to become future english teachers. it will give more insight to both government and english education study programs about the initial motivational factors that lead pre-service english teachers to choose the teaching profession. then the information can be used to improve teachers' recruitment and retention in the future. in the english educational field, there are a number of studies from different countries which examine the motivational factors that lead student teachers who take english education study programs to pursue an english teaching profession, such as korea (jeong, 2016); turkey (topkaya & uztosun, 2012); arab (alloush, chaleila & watted, 2020); and thailand (poomdaeng, prabjandee & kewara 2020). in the indonesian context, most studies tend to focus on exploring intrinsic, extrinsic, and altruistic motivating factors. for instance, the study was conducted in riau, indonesia by afrianto (2014). by conducting one-on-one interviews and focus group discussions, the result shows that altruistic factors influence primarily pre-service english teachers in riau. then, the other study was conducted at jambi, indonesia by mukminin, rohayati, putra, habibi and aina (2017). the researchers used mixed-method within the altruistic, intrinsic, or extrinsic motives framework. the result shows that pre-service english teachers at jambi are influenced by various factors, mostly by altruistic factors. the later study is conducted in bali, indonesia by tustiawati (2017). by using a questionnaire as the assessment tool, the result shows that intrinsic and altruistic are motivational factors that influenced mostly pre-service english teachers in bali. accordingly, the current study aims to fill in the gap of the previous study. different from the previous study in the indonesian context that focused on exploring pre-service english teachers' intrinsic, extrinsic, and altruistic motivational factors, in this research, the asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 40 researchers enrich the data from the indonesian context by applying fit-choice scale constructed by watt and richardson (2007) as the instrument. according to torsney, lombardi and ponnock (2018) fit-choice model is a useful model for assessing the motivation among pre-service teacher to choose teaching profession. fit-choice scale allows the researchers to explore fourteen different motivational factors, four factors stands alone as the motivational factors: ability, intrinsic career value, fallback career, and subject interest. the other ten motivational factors are divided into two higher constructs. personal utility value higher construct includes job security, time for family, job transferability, and bludging. social utility value includes shape the future of children/adolescents, enhance social equity, make a social contribution, and work with children/adolescents. while the other two motivational factors, social influences and prior teaching and learning experience are included in socialization influences. not only exploring motivational factor, as part of fitchoice model, the participants also will be asked to rate their belief about teaching. there are two higher constructs in the session. task demand includes expertise and difficult. task return includes social status and salary. in addition, the researchers applied open-ended questions in the questionnaire that the participant described their motivation in their own words. furthermore, this study was taken place in pontianak, specifically in the english education study program at tanjungpura university. the reasons are; there is no study in this field has been conducted in pontianak; then, based on the data that the researchers had collected from 286 participants, 75% of participants liked to choose the teaching profession. therefore, the researchers were inspired to investigate the initial motivational factors that underlie the pre-service teachers' decision to choose the teaching profession. hopefully, the results will be helpful to both government and the english education study program to develop programs that may improve future english teacher motivation, which would affect pre-service teachers' commitment to their job as english teachers specifically in pontianak or even kalimantan barat in the future. research method research design this research used a survey study as the research design. survey research is a research procedure in which the researchers conduct a survey of a sample or the whole population with the main purpose is to describing the attitudes, behaviors, characteristics, and opinions (creswell, 2012). the type of survey research used in this study is cross-sectional survey research. it means that the data was collected once in a time. the researchers asked the participants to show their current motivational factors that underlie their decision to become future english teachers. population and sample the population of this study is the pre-service teachers of the english education study program at tanjungpura university batch 2017, 2018, 2019, 2020, and 2021 with 469 preservice teachers. in order to calculate how many samples will be appropriately taken in this study, the researchers used yamane formula (narimawati & munandar, 2008). n: population e: margin of error (5%) n: sample size 𝑛 = 𝑛 1 + 𝑁 (𝑒)2 asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 41 𝑛 = 469 1 + 469 0.05 2 𝑛 = 469 1 + 469 0.0025 𝑛 = 469 1 + 1.1725 𝑛 = 469 2.1725 = 216 from the result, it can be seen that the participants of this study must be at least 216 pre-service teachers. then, based on the data that the researchers had collected, there were 286 student teachers who were willing to fill in the questionnaire. however, not all of them would like to consider teaching as their future profession. there are 217 student teachers who would like to choose teaching as their future profession. therefore, the amount of participants in this study is 217 pre-service teachers. instruments the main instrument in this study is a questionnaire that contains close-ended questions and open-ended questions. the researchers used google form as the media to construct the questionnaire. for close-ended questions, the researchers used and modified the existing questionnaire constructed by watt and richardson (2007) named fit-choice (factors influencing teaching) scale. watt and richardson (2007) defined fit choice scale as a scale that can explore the motivational factors of the individual who chooses teaching as a career. each item of the factors in the fit-choice scale was rated on a scale of 1 (not at all) to 7 (extremely). in applying fit choice scale, the researchers applied two parts of fit-choice scale. the first section of the questionnaire is "motivations to choose english teaching as a future career." the second section is titled "perception or believe about english teaching occupation." the specification of this questionnaire can be seen in table 1. table 1 fit-choice scale specification part i: motivation for english teaching high order factors factors item number total item n/a intrinsic career value 1, 7, 12 3 n/a ability 5, 18, 34 3 n/a fallback career 11, 28, 36 3 n/a subject interest 10, 38, 41 3 personal utility value bludging 4, 17 2 job transferability 8, 20, 35 3 time for family 19, 15, 25 3 job security 14, 24, 31. 42 4 social utility value make a social/ worthwhile contribution 6, 2, 27 3 work with children/ adolescents 13, 23, 30, 39 4 enhance social equity 29, 37, 40 3 shape the future of children/ adolescents’ 9, 21 2 socialization influences prior teaching and learning experiences 16, 26, 32 3 social influences 3, 22, 33 3 total item: 42 asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 42 part ii beliefs about teaching high order factors factors item number total task demand expertise 9, 3, 14, 15, 16, 17, 18 7 difficulty 2, 6, 10 3 task return social status 4, 7, 11, 5, 8, 12 6 salary 1, 3 2 total item 18 note: the factor marked with n/a means stand-alone motivational factor and not included in any higher-order motivational factor then, for the open-ended questions, the researchers provided two open-ended questions related to the participants' motivation for choosing teaching as a future career. through these open-ended questions, the researchers gave a chance to the participants to describe briefly their motivation to become a future teacher and then explain how those influenced them to choose the teaching profession in their own voice. the questions are beneficial to this research as it gave the researchers more insight into how the motivating factor influences participants, and it also can provide new motivating factors that are not available in fitchoice motivation. data analysis for analyzing participant responses in fit-choice scale, the researchers used microsoft excel 2013 as the tool. the researchers showed the mean score and standard deviation of each motivational factor. those showed the level of motivation of pre-service teachers based on each motivation factor and factors related to the pre-service teachers' belief about english teaching. by using a descriptive statistic, the researchers described which motivational factors that have the highest scores to the lowest score. the result is shown by using a table. for analyzing the responses to open-ended questions, the researchers applied the content analysis technique. each participant's responses were divided into minimum meaning units. then, the responses were coded based on the factors outlined by watt and richardson (2007) theory but also allowing for unexpected and emerging factors. the researchers crosschecked the coding of responses and the categorizations. the data were used to support the finding in fit-choice scale. moreover, the new motivational factors which the researchers have identified also be elaborated on and discussed further in the discussion session research findings and discussion research findings table 2 mean score and standard deviation of each factor part i motivation about english teaching higher factor factors total mean total sd ability 5.28 1.15 intrinsic career value 5.78 1.20 fallback career 4.15 1.90 personal utility value bludging 3.87 4.88 1.57 1.50 job security 5.21 1.35 time for family 5.04 1.41 job transferability 5.40 1.32 shape future of children/ adolescents 6.04 1.04 enhance social equity 5.53 1.34 asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 43 social utility value make a social/ worthwhile contribution 5.80 5.75 1.13 1.26 work with children/ adolescents 5.62 1.35 socialization influences prior teaching and learning experiences 5.79 5.56 1.42 1.50 social influences 5.33 1.54 subject interest 6.13 0.99 part ii: beliefs about english teaching task demand expertise 5.61 5.40 1.29 1.36 difficulty 5.19 1.48 task return social status 5.20 4.91 1.39 1.42 salary 4.62 1.42 the preliminary data analysis revealed that the motivational factor which has a strong influence on the pre-service english teachers in english education study program at tanjungpura university to choose teaching as their future career is the subject interest factor. it can be seen from the table that the "subject interest" motivating factor got the highest rate among the participants (m: 6.13, sd: 0.99). most participants agreed that the motivating factor that influenced them to choose english teaching as their future career is the subject itself which is english subject. this shows that most of them are attracted to the teaching profession because of the subject that they are going to teach. then, the following two top-rated motivating factors are related to altruism which are all placed under social utility value as a higher-order factor in fit-choice scale. these are; "shape future of children or adolescents" (m: 6.04, sd: 1.04) and "make a social/ worthwhile contribution (m: 5.8, sd: 1.34)". however, the other two factors under social utility value, which are "work with children/adolescents (m: 5.62, sd: 1.35)" and "enhance social equity" (m: 5.53, sd: 1.34), are in the sixth and seventh place. if all the factors under social utility value are counted together, then the total mean score of social utility values higher factor is m: 5.75, sd: 1,26, which is lower than the intrinsic career value motivating factor (m: 5.78, sd: 1,2). moreover, even though the total mean score of socialization influences higher-construct motivating factor (m: 5.56, sd: 1.50) is rated lower than intrinsic career value and social utility value but one of the factors in socialization influences which is "prior teaching and learning experiences" get rated higher (m: 5.79, sd: 1.42). the data in the questionnaire show that the participants consider that having inspirational english teachers in the past influences them to choose teaching as a future career. on the other hand, the least influential motivating factor is bludging (m: 3.87, sd: 1.57). then, the following factor has the least influence on the participants in choosing teaching as a fallback career (m: 4.15, sd: 1.9). this finding shows that bludging and fallback career is undoubtedly the last preferred motivating factor with the lowest rating. furthermore, related to the participants' beliefs about teaching, the result is presented in the table. 3 shows that the participants' perception of "expertise" is the highest-rated among the other factors (m: 5.61, sd: 1.29). this shows that participants believe that teaching is a job that requires highly specialized and technical knowledge. then it is followed by social status (m: 5.20, sd: 1.39) and difficulty (m: 5.19, sd: 1.48) with a very slight difference score. the lowest rated factor is salary (m: 4.62, sd: 1.42). asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 44 discussion this study revealed the motivating factors that have highly influenced pre-service teachers of the english education study program at tanjungpura university to choose teaching as a future career: subject interest, intrinsic career value, social utility value, and prior teaching and learning experience. the data analysis of fit-choice scale showed that most participants are influenced by subject interest factors. this means that they agree the motivating factor that influenced them to choose english teaching as their future career is the subject itself which is english subject. the finding is in line with the finding from the study conducted by salı (2013). in her study, the motivating factor that is frequently mentioned by the participants is "the loving of the subject." this is also supported by many participants' responses to the open-ended questions. here are the sample statements: "english has been my favorite subject since i was in elementary school. since english is my favorite subject, then i'd probably enjoy teaching this subject throughout my career…." dap, 39 "i've been loving english since elementary school. i was thinking if i take english education and then end up being a teacher, i would probably love my job as well…" k, 79 the statements show that english subject interest may lead the participants' interest and personal engagement towards english teaching so they decided to become future english teachers. the finding from the study conducted by glutsch and könig (2019) also revealed that subject interest is positively correlated with intrinsic career value. not only that, some of the participants stated their love for the english subject makes them want to share their english knowledge with others by becoming english teachers. the following top high rated motivating factor is intrinsic career value. not only in this study, but this factor also has significant influences on pre-service teachers' decision to choose teaching as a future profession in a number of studies (jeong, 2016; topkaya & uztosun, 2012). this is also supported by the responses to the open-ended questions. the participants explained that having an interest in teaching is important that they can teach with all of their heart and without feeling burdened since they intrinsically like teaching. "because teaching makes me happy, being able to give knowledge to students. whatever job you choose, if it makes you happy, it can be done well and without feeling burdened." h, 7 "because i love english teaching. i choose to pursue a field that i love so that i can do it with pleasure and with all my heart." lm, 37 the fact that intrinsic career value plays a significant role in participants' decision to enter the teaching profession in the future is such a promising finding because based on the finding in the study conducted by fokkens-bruinsma and canrinus (2012), intrinsic career value has a positive relation with initial effort, professional commitment, and involvement to the teaching profession. moreover, mclean, taylor and jimenez (2019) found in their study that those who are influenced by intrinsic career value will experience less burnout and have more career optimism. besides that, the following top influencing motivating factor is all of the factors under social utility value higher construct: "shape future of children or adolescents," "make a social/ worthwhile contribution," "enhance social equity," and "work with children and adolescents." according to celik (2020) social utility value is a higher construct motivating factor that supports social goals rather than individual goals. in this higher construct, the highest-rated motivating factor is "shape future of children/ adolescents." not only get rated high, but the participants also mentioned in open-ended questions how "shape future of children or adolescents" influences them to enter the english teaching profession in the future, the sample of the statements can be seen below: asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 45 "the world is growing, and the use of english is increasingly needed in everyday life. i don't want other nations to laugh at the next generation because they can't use the international language. i want the next generation to be able to compete globally in the future, and of course, one of the things that they need to have to compete globally is the ability to use an international language, namely english. i want to prepare their abilities to speak english" mwn, 242 "…i want to be a quality teacher in the future to improve and develop children's future by encouraging and motivating the next generation to reach their goals in the future…." nnsa, 234 watt and richardson (2007) define shape future children or adolescents as the motivating factor when the pre-service teachers choose teaching because of the opportunity to take part in shaping the value of the future generations. in this research, it can be seen from the statements above that the participants choose english teaching because they want the future generation know how to speak english so that they can compete globally and influence the next generation to pursue their dreams. the statements definitely show that the pre-service teachers are influenced by "shape future of children or adolescents" motivating factor. the finding is similar to the study conducted in korea by jeong (2016), that most of the participants in the study wanted to become an english teacher because they wanted to participate in shaping their pupils' future. then, the other respondents also state why they have "make a social/ worthwhile contribution" as their motivating factor. they explained that they want to develop the education quality of their hometown and be involved in the country's development by becoming english teachers. the sample of the respondents’ statements can be seen below: "i want to support the advancement of english education in west kalimantan, especially in pontianak city, the place where i live now. because the interest in using english as a second language in pontianak city is still relatively low, this is very worrying in the era of globalization and an increasingly advanced world. english is very important to use in this era of globalization. that's why by becoming an english teacher, i hope that i can contribute to developing the english education in pontianak kalimantan barat" ao, 163 "…since the beginning, i have been thinking about involving myself in the country's development through education by being a teacher. and, of course, all the country needs is potential teachers in their field. that is why i choose english education major, and hopefully, i can become a qualified english teacher that can contribute to the country's development" rsh, 110 the fact that the participants give the high rate to this motivational factor is promising for the english teacher profession. it because, in the study conducted by fokkens-bruinsma and canrinus (2012), making social contribution is positively correlated with effort and commitment as a teacher. it means that the higher rate the participants give to this motivational factor, the more effort they are planning to exert and the more committed they are to the profession. in indonesia, mukminin et al. (2017) claim that the remote areas tend to experience teachers shortages due to unequal teacher distribution that many teachers prefer to teach in an urban area rather than in remote areas. referring to the problem, many respondents who come from rural areas choose "enhance social equity" as the motivation to choose english teaching profession. they explained that they want to become teachers in rural areas because the students there get very low exposure to english subjects due to english teachers' shortage. they want the students to have the same opportunity to learn english as the students in a big city. this definitely shows that enhancing social equity is their motivation to choose english teaching as a future career. asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 46 "i see that the children from the isolated place like the place where i live (melawi) have very low access to learn english because of english teachers' shortages in the area. therefore, i want to become an english teacher because i want to make everyone, especially the students from the isolated villages, have the same opportunity to study and be able to speak english." rma, 164 "i want to share the knowledge that i get from campus to teach children who cannot afford to go to school and live in the rural area. so that every child in remote areas or underprivileged children can feel the importance of having knowledge like those in the urban area." si, 218 similar statements are also found in the previous study conducted by mukminin et al. (2017) in jambi, the participants of their study stated that they wanted to become english teachers in the rural area because of the teachers' shortage there. hence, in the social utility value higher construct, the participants do not only give a high rate on the questionnaire, but also many of them confirmed in open-ended questions how significant these motivational factors on their decision to choose the teaching profession. they explained that they want to help next generation be able to speak in english and compete globally, being part of the people who contribute to education and the country's development, and give the students in the remote areas access to learn english like students in the big city, and the other also stated that they love children and want to share their english ability to them. then, the following top high-rated motivating factor is prior teaching and learning experience, which is under the socialization higher construct. not only get rated high by the participants but this motivating factor is also mentioned by the participants in this study as the significant factor that influenced them to choose to teach. most of them said that they chose english teaching because they had great english learning experience and were inspired by their english teachers in the past. "my strongest motivation to get into the teaching field with this english education study program is the english teacher who has given us his knowledge for the past six years. the strongest motivation came from my own english teacher from junior high to high school with the same teacher, cheerful and active classes, teaching methods that were very easy to understand, and his active role in my daily life while i was studying at the islamic boarding school (2014-2014). 2021). with different teaching techniques and methods, he was able to teach his students in various english-based competitions such as 1st place in speech competitions, debates, etc." sr, 241 the finding is in line with the study conducted by topkaya and uztosun (2012), which shows that prior teaching and learning experience has a significant influence on the pre-service teachers' motivation to choose a teaching career along with intrinsic career value and social utility value higher factor. this shows that a well-trained and high qualified teacher who is able to portray images of good teaching practice and demonstrate good professional and personal traits can influence young people's lives (topkaya & uztosun, 2012). the other motivational factor under socialization influences higher construct is "social influences." some participants explain that they follow their parents' decision to become future english teachers because they think that their parents know what is best for them, they want to be devoted children, and they want to make their parents happy. not only that, but the other participants also stated that they are motivated to pursue a career in teaching because they are inspired by their family members who are/were teachers. "my older brother is an english teacher… i chose my brother as one of my two factors in becoming an english teacher as i have witnessed how much he has grown into a better and more mature person after he had become a teacher." sa, 50 asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 47 "a lot of my extended family is a teacher, and i feel inspired by them to pursue teaching as a career. i lived my life close with them so that i could see how their career affects them and how i would see myself in the future following their footsteps." dkp, 253 the statements above are different from the items in fit-choice scale. the items under social influences are: "my family thinks i should be a teacher," "my friends think i should be a teacher," and "people i have worked with think i should be a teacher" (watt & richardson, 2007). the three items didn't mention if the fact that family members who are/were a teacher may influence pre-service teachers' decision to choose to teach. a similar finding is also found in the study conducted by afrianto (2014), some participants in the study stated they are influenced to choose teaching profession because of their family members who are teachers, then he categorized the statements into significant other motivational factors. this motivational factor is also included in the indictor of motivation to choose the teaching profession in the study conducted by tustiawati (2017). on the other hand, the least influential motivating factor is all of the motivational factors under the personal utility value and choosing teaching as a fallback career. this finding is in accord with several previous studies (e.g. alloush et al., 2020; başöz, 2021; topkaya & uztosun, 2012). the results of their study also show that choosing teaching as a fallback career is undoubtedly the last preferred motivating factor with the lowest rating. furthermore, while coding participants' responses to the open-ended questions, the researchers found three new motivational factors besides the motivational factor in fitchoice scale. the first factor is the religious factor. according to suryani, watt, and richardson (2016), most religions in indonesia highly respect teaching as a noble profession. moreover, indonesia is one of the countries with a huge muslim population, which means that many social and cultural values in indonesia are rooted in people's religious beliefs and ideologies (afrianto, 2014). hence, pre-service teachers' faith in religion may influence their decision to choose teaching as their career. this can be seen by their responses to the openended questions. some of the participants said that they chose teaching profession because it is a noble profession that is categorized as religion influences motivational factors in several studies (salı, 2013; suryani et al., 2016). then, the other also said that they want to seek reward from god by becoming a teacher as sharing knowledge is one of amal jariyah as can be seen below. "…2. it is a noble profession. as teaching is sharing knowledge, and we will get pahala from it, it strengthens the motivation to be a teacher…." awb, 34 "i want to help people in learning english, because knowledge is one of the sadaqah jariyah which the reward from god still flows the even though we have died." nf. 227 "…3. teaching is not an easy thing. however, there is a commensurate reward from god for someone who shares knowledge with others. therefore, i won't take this job as a burden." uaam, 23 the religious factor is also found by afrianto (2014) in his study. one of his participants remarked in the interview that the reason why he/she chose teaching was that a teacher's tasks and obligations are as sacred as the prophets' works. this shows that in indonesia, pre-service teachers' faith in religions can be a key consideration in their career choice. then the other new motivating factor is personal and professional development. sinclair (2008) explained that when pre-service teachers choose to enter the teaching profession as it will provide the opportunity for their own character and professional development, then it can be said that they are influenced by personal and professional development. in this research, some participants are influenced to become english teachers because they want to improve their level of skill and knowledge. therefore, the researchers asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 48 categorized those as personal and professional development. here is the sample of the statements: "…becoming a teacher is the best way to learn more every day, and this will absolutely will help me to grow up my level of knowledge….". rs, 12 "i want to improve my skill, both for teaching and english skill…i have to go into this field which is english teaching, so that i can not only improve my skills but also hone my skills" md, 13 then, the last motivating factor identified by the researchers is the dual benefit of learning to become an english teacher. according to prabjandee (2020), this motivating factor is quite important in efl contexts since it shows the significance of english as an important language for multiple career opportunities. in this research, some participants stated that they chose english teaching as it can allow them to pursue another career because of their ability to speak english. "my motivation for choosing to become an english teacher is that the job prospects are quite broad. in addition to being a teacher with english language skills, i can also be a translator, entrepreneur, english content writer, etc." rr, 138 "i chose to become an english teacher because the job opportunities for those who are able to speak english are many. when i choose teaching english as my future career, it can give me a bigger career opportunity. because i also have a desire to open a business abroad. with good english communication skills, i'm sure it will be easier for me to achieve that" dp, 131 the statements show that pre-service teachers are influenced by the idea that the english competence they gained during their study in english education study program may help them to pursue a career in not only the teaching profession but also other career options. this is also supported by suryani et al. (2016) statement that english education graduates may have the opportunity to work as an english teacher or as an interpreter in a multinational company. accordingly, in terms of motivational factors influencing pre-service teachers to choose teaching as a future profession, the fact that in this research found that the participants choose subject to interest, intrinsic career value, and social utility value as their motivating factors over the personal utility value and fallback career, is such a promising finding. according to the fokkens-bruinsma and jansen (2010) pre-service teachers who are influenced by intrinsic motivation tend to have less burnout and higher career commitment. moreover, sinclair (2008) claim that pre-service teachers who choose teaching because of the motivation related to altruism, such as working with children or adolescents, tend to be more committed to teaching than those who choose teaching because of the perceived short work hours. furthermore, the finding from the study conducted by torsney et al. (2018) shows that preservice teachers who are highly influenced by social utility value tend to be more motivated to get involved in the future professional engagement activities than those who are influenced by personal utility value. related to the belief in english teaching, watt and richardson (2007) claim when individuals feel unmotivated to become a future teacher because of the high perception of teachers' task demand, this can be balanced by the high perception of task return they will get if they choose a teaching career. however, in this research, the researchers found an interesting finding. the task demand factor is rated much higher than the task return. according to suryani (2021), the mass media often negatively portrayed teaching as a profession with a low salary and a heavy workload. this also can be seen by the participants' perception of teachers' expertise and salary, they rated teachers' expertise highest, but teachers' salary is rated lowest compared to the other factor. this shows that the participants asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 49 who choose teaching as their future career are aware of their perception that teaching is a profession that requires a high level of expertise and competence, but the salary will be received does not balance with the workload and expertise they need to have. nevertheless, the english education study program and the government should take this seriously because bergmark, lundström, manderstedt and palo (2018) stated even though pre-service teachers have intrinsic and altruistic motivating factors, there is still a possibility that the ir motivation decreases and they may leave the occupation at the moment they face a reality that does not match with their perceptions. moreover, perryman and calvert (2020) claim that the commitment of those who are committed to the teaching profession may decrease in a very short period of time, it is not because they were not aware that teaching is a demanding job; but, they feel that the teaching profession’s demands are out of their capacity to adapt. therefore, the english education study program has to maximize the program provided to the pre-service teachers to prepare them more before they face reality as english teachers so the future english teachers will be able to handle the job demand of the teaching profession and not feel burnout of the profession in the future. for the government, since in this research, the researchers found that intrinsic career value and social utility value play a significant role in pre-service teachers' decision to choose teaching as a future career, then it is important to focus on creating a pleasant work environment for teachers in the future and give more facility for them who work as a teacher in a rural area. conclusion based on the finding and the discussion, the most significant motivational factor influencing pre-service teachers to choose english teaching as a future career is the subject interest, intrinsic career value, social utility value higher construct, which contains "make a social/ worthwhile contribution," "shape the future of children or adolescent," and "enhance social equity.", and prior teaching and learning experience. this shows a promising finding because these types of motivational factors are positively correlated with pre-service teachers' commitment to the teaching profession. moreover, besides the motivational factor in fit-choice scale, the researchers also found some new motivational factors that influence pre-service teachers of the english education study program at tanjungpura university to choose teaching as their future career. the first motivating factor is the religious factor. some of the participants stated that they are attracted to the english teaching profession because teaching is a noble profession, and sharing knowledge may allow them to have "amal jariyah." this shows that the participants also consider their faith in religion in deciding on their future career. then, the second motivational factor is personal and professional development. some participants' responses to the open-ended questions showed that they chose english teaching because it allows them to develop their own english and teaching abilities. the third motivational factor identified by the researchers is related to the dual benefit of learning to become an english teacher. some of the participants said that their ability to speak english as an english teacher would give them more opportunities to develop their own careers besides teaching. furthermore, related to the participants' belief about teaching, those who chose teaching profession in this research perceived teaching as a job that requires a high level of knowledge and competence. then, they also perceive teaching as a difficult job with a heavy workload and emotionally demanding. moreover, they also rated teachers' salaries lowest among the other factors. despite that, they rated teaching with high social status and a well-respected career. therefore, this should be taken seriously both by the government and the english education study program to design strategies to maintain motivation and commitment to the teaching profession among the pre-service teachers when they face reality as english teachers in the future. asriani motivational factors influencing pre-service ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 50 references afrianto, a. 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(2020). chunking strategy; in enhancing fourth semester students’ reading skill at english department of muhammadiyah university. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 18-25. doi:https://doi.org/10.33394/jo-elt.v7i1.2636 introduction reading refers to the process or activity of how to look for requiring and developing knowledge from a message or a text given. so, the teacher of english who teaches reading skill to students should be able to choose and apply appropriate strategy in order to the students might require what they need as the objective in the teaching and learning process. teaching reading skill to the students is very difficult thing. it might come from the teachers who do creative things to stimulate the teaching reading itself, so it can be made the students’ interest in reading. in line with, another difficulties come up from the students who did not interest to read a long passage so it also makes the students do not understand about the passage they have read. the lack of vocabulary, and understanding the meaning of what they have read it makes them difficult to understand all passage that they have read. mailto:j.hj.wahid2010@gmail.com wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 19 now, many students need as much information as possible in a short time, so that all changes can be known immediately. for example, because of increasing and improving reading skill, the students can know everything. on the words, by reading skill, students could hone their thinking patterns, and change the character of students. in reading itself has a strategy, so that all reading can be absorbed properly and quickly, reading can be through electronic media and printed medians. to find out from some of the science and other information, it is necessary for the students to read. because of reading, students can get new information and can improve their understanding of reading skill. students sometimes lack clarity in understanding a text or require a substantial of idea, to comprehend it students must mastery a lot of vocabulary and get a good understanding of the text to exposure it. a number of processes that take place during the reading of a text. there is vocabulary and understanding the text processing, understanding sentences based on chunking strategy, and need to comprehend about the sentences meaning. the use of chunking will help the students understand the provisional structure of a text and then they can be restructuring and organizing the content of each sentence. to make the atmosphere in the teaching and learning process active, the teacher and lecturer need a good strategy to make the students comfortable in attention to the material about reading. in line with, the researcher interests in chunking strategy in improving students’ understanding in reading skill. by using this strategy, the researcher does hope the students could improve their understanding in reading skill. based on the above background, the researcher stated some problems that students have were lack of vocabulary, lack of understanding of the passage, and lack of interest in reading. bojovic (2010) a reading skill is a cognitive ability which a person is able to use when interacting with the written text. in the taxonomies given in the following paragraph some skills seem more inclusive than others. reading skills involve: identifying word meaning, drawing inferences, identifying writer’s technique, recognizing mood of passage, finding answers to questions. reading skills also include: recognizing the script of language; deducing the meaning, use of unfamiliar lexical items; understanding explicitly and nonexplicitly stated information, conceptual meaning, communicative value of sentences, relations within the sentences and between parts of text through lexical cohesion devices; recognizing indicators and main point of information in discourse; distinguishing main idea from supporting detail; selective extraction of relevant points from the text; basic reference skills; skimming, scanning, transcoding information from diagrams/charts. ismail (2017 in nunan, 1999) defines reading as a process of reconstructing meaning rather than decoding form, and the reader only resorts to decoding if other means fail. moreilon (2007) states that reading is making meaning from print and visual information. but reading is not simple. reading is an active process that requires a great deal of practice and skill. reading is a fluent process of reader combining information from a text and their own background knowledge to build meaning (nunan, 2003). iksan (2017) teaching reading is an important activity done by the teacher in the classroom. it is an activity to help the students learn to read some words and sentences by giving knowledge about the meaning of the text. it is started by teaching students how to find the topic, main idea, as well as understand the meaning in all paragraphs in the text. the teacher should guide the students to understand and comprehend the meaning of the text and get some new knowledge from the written text. wallace (1992) states that teaching reading is the process in english classroom where there is an interaction between the teachers and the students; the teacher guides the students to get meaning from the text passage. linse (2005) argues that teaching reading comprehension is teaching students how to derive meaning as well as analyze or synthesize what they have wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 20 read. it indicates that teaching reading comprehension means not only teaching the students how to read well but also teaching them how to gain a deep understanding of what they read. the teacher also teaches the students how the way to comprehend and catch the meaning of the text. it helps the students to understand to get the meaning of the passage. in teaching reading, three main activities should be considered by the teacher. brown (2007) argues that the activity of teaching reading includes: (1) pre-reading activity, in this activity the students do not come into the reading activity yet, the teacher tries to activate students’ knowledge about the topic being discussed. the students are lead to recognize the topic and some stated information through skimming and scanning activities. the students are also guided to be familiar with some vocabulary included in the reading text. this activity is done only to attract students’ interest, motivation, and enthusiasm until the end of reading activity. (2) whilst-reading activity, this activity is usually assumed as the core of the reading process. the students start to read the text and comprehend all information in the text. the students are also guided to identify main ideas on each paragraph, grasp all information comprehensively and try to make some clues of the vocabularies. in this activity, the teacher encourages the students to focus on reading, so that the students will be easy to understand and know what they have read so far. (3) post-reading activity, it is the end of the reading section. in this activity, the teacher tries to evaluate the students’ comprehension of the reading text. the valuation includes vocabulary, grammatical, meaning, and summarizing of the author’s purpose. in addition, to know these items, the teacher gives an exercise toward the students. parmawati and rasi (2017 in burns 1996) divides reading comprehension into four levels. they are: literal comprehension, interpretive comprehension, critical reading, and creative reading. the basis ofliteral comprehension is recognizing stated main ideas, details causes and effect, and sequences. it is important because it is a prerequisite for higher level of understanding. the second level is interpretive comprehension. here, the skill include : (1) inferring the main ideas of passage in which the main idea are not directly stated; (2) inferring the cause and effect relationship when they are not directly stated; (3) inferring referent of pronouns; (4) inferring referent of adverb; (5) inferring the omit words and (6) drawing conclusion. the third is critical reading. it is evaluating written material, comparing the ideas discovered with known standard and drawing conclusion about their accuracy, appropriateness and timeliness. the critical reading must be an active reader, questioning, searching for the facts, and suspending the judgment until he or she considered all materials. the last level is creating reading. it involves going beyond the material presented by authors. it requires readers to think as they read. to help the students acquire the skill of reading creatively, lecturers should model the thought process involved. chunking is a strategy or process by which one can efficiently increase the amount of information that can be stored in short term memory by reorganizing information in a meaningful way, or by finding pattern within a set of items to be remembered. chunking is arguably one of the most powerful ways to increase the amount of information that can be stored in memory. miller (1956) a process of grouping or organizing input information into meaningful units or chunk. because the information in immediate memory is limited to approximately seven items, grouping items together in a way that allows them to be more easily remembered can effectively increase the amount of information that can be stored, eventually, and recalled. gobet and lane (2017) a chunk is a meaningful unit of information built from smaller pieces of information, and chunking is the process of creating a new chunk. thus, a chunk can be seen as a collection of elements that have strong associations with one another, but weak associations with elements belonging to other chunks. chunks, which can be of different sizes, are used by memory systems and more generally by the cognitive system. che lah et al in afflerbach et al, (2008). chunking strategy is a cognitive strategy wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 21 applied to enhance mental performance. it involves the reorganizing of bulk information into various smaller chunks without adding or subtracting the quantity of new information being acquired. reorganization of information occurs at the pattern-finding level within the set of items to be stored in stm. che lah et al in afflerbach et al, (2008) chunking is a significant learning strategy aimed at overcoming short term memory (stm) limitations. miller (1956) characterized chunking as a process of combining different items into a meaningful larger unit that facilitates item storage in stm. the chunking strategy reduces cognitive overload, therefore, increasing the learner’s mental storage capacity. for instance, in learning how to spell h‐o‐r‐s‐e, five storage units in the stm are required. however, if a learner associates the meaning of ‘horse’ to the animal itself, he or she would only need one storage unit. the strategy moves up to a higher assistive rank if the learner conjures up a schema, or associates the word with background knowledge of the animal. according to west, farmer, and wolff (1991), chunking strategy is a mental process grouped into three categories: linear chunking, taxonomic, and multipurpose. linear chunking is information arranged into time, space, or process as controlled by the historical chronology. taxonomic chunking is the process of arranging information as observed in bloom’s taxonomy for cognitive domain, whereas the multipurpose chunking involves the mechanism of arranging based on either the volume or the lack of information learned. three chunking strategies were identified in this study: mixed chunking, similar chunking, and characteristic chunking. mixed chunking entails an information reduction process which sees large piece of information reduced into smaller and more manageable information chunks containing different numbers of elements. similar chunking consists of separating information into similar elements, whereas characteristic chunking is influenced by elements of similar pronunciation or other characteristics providing strong connection to each other. research method research design this research used true experimental design, than the researcher used randomized in pre test and post test to emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through by manipulating pre-existing statistical data using computational techniques. population and sample population of this researchs are all students of fourth semester at english department of muhammadiyah university; consists of two classes, namely class a consists of 44 students and b consists of 42 students. then, the researcher used random sampling to take the sample in class a. the researcher measures that reaction of both groups and giving only one treatment, the researcher can conclude that any differences in the reactions of the groups are due to the treatment alone. instruments the instruments of this research are multiple choice consist of 20 questions for reading text on pre-test and post-test. the pre test is used to find out whether this group is in the same level and the post-test is used to detect the progress of the students. data analysis data analyzing technique is spss-16 to continuation process from data processing to observe how to interpret the data, and analyze the data from output which have in output phase of wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 22 the data tabulation . prasetyo (2005) the researcher tries to describe the steps in collecting data of the investigation. in this technique of analysis data, the researcher uses the research: a) the mean formula the mean is used to find out the average scores. it is efficient measurement of control tendency. b) the standard deviation formula the standard deviation is used to average variability of all the score around the mean. c) categorization to find out criteria of the students skill in understanding reading. research findings and discussion research findings based on the result of pre-test on students’ competence in reading text by using chunking strategy can be shown in their mean and standard deviation, it can be seen at table 1: table 1 paired samples statistics t-test mean n std. deviation understanding of reading in pre-test 61.8500 20 8.27345 understanding of reading in post-test 70.5000 20 10.32371 the total number of students who belong to the pre-test class was 20. the data gives information in the post-test that; mean score is 70.50, and the pre-test got score was 61.85, then the standard deviation in the post-test was 10.32 and the standard deviation in the pre-test is 8.27. it can be concluded that the students get significant improvement in their understanding of reading skill by using chunking strategy in english department. table 2 the normality test class kolmogorov-smirnov df sig post test 1.817 20 .517 pre test 1.717 20 .683 based on the table 2, it can be concluded that the data of the pre-test and post-test were normal. it is because the value of significance is higher than 0.05. it can be seen from kolmogorov-smirnov table in which the significance value of the pre-test was 1.717 > 0.05 and the post-test was 1.817 > 0.05, it shows that the data in this research was normal. table 3 data distribution pre-test by using chunking strategy fr p valid percent cumulative percent v 50 3 15.0 15.0 15.0 56 5 25.0 25.0 40.0 60 3 15.0 15.0 55.0 65 3 15.0 15.0 70.0 70 4 20.0 20.0 90.0 75 1 5.0 5.0 95.0 77 1 5.0 5.0 100.0 total 20 100.0 100.0 in table 3, the researcher used percentage to explain more about the students score in every point, it can be seen that 3 students frequently got 50 score or 15.0%, 5 students frequently got score 56 or 25.0%, 3 students frequently got score 60 or 15.0%, 3 students wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 23 frequently got score 65 or 15.0%, 4 students frequently got score 70 or 20.0%, 1 student frequently got score 75 or 5.0%, and 1student frequently got score 77 or 5.0% it can be stated that students’ understanding in reading skill was still low. figure 1. diagram of pre-test table 4 data distribution post test by using chunking strategy fr pr v pr cumulative percent v 55 1 5.0 5.0 5.0 57 1 5.0 5.0 10.0 60 3 15.0 15.0 25.0 65 2 10.0 10.0 35.0 67 4 20.0 20.0 55.0 70 2 10.0 10.0 65.0 80 4 20.0 20.0 85.0 85 2 10.0 10.0 95.0 90 1 5.0 5.0 100.0 total 20 100.0 100.0 in table 4, the researcher used percentage to explain more about the students score in every point, it can be seen that 1 student frequently got 55 score or 5.0%, 1 student frequently got score 57 or 5.0%, 3 students frequently got score 60 or 15.0%, 2 students frequently got score 65 or 10.0%, 4 students frequently got score 67 or 20.0%, 2 students frequently got score 70 or 10.0%, 4 students frequently got score 80 or 20.0%, 2 students frequently got score 85 or 10.0%, and 1 student frequently got score 1 or 5.0%. it strongly improved that after treatment the students more seriously and do attention in reading skill by using chunking strategy so they get significant improvement in their understanding of reading skill through chunking strategy. figure 2. diagram of post-test wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 24 discussion the students got significant improvement after treatment based on chunking strategy, it shows on diagram above that the students got 70.50 and the standard deviation was 10.32 it can be concluded that the students got good understanding on reading skill. based on the analyses above the researcher concludes that the test result and the effectiveness of using chunking strategy in teaching reading skill can be effectively well. and than chunking strategy is an effective strategy in teaching reading skill in classroom. it proved from the result of pre test was 61.85 and post test was 70.50 in the class which showed that there is significant different in students score in pre test and post test of english program at muhammadiyah university of north maluku. it can bees on the previous study that the results of this study showed that the use of chunking strategy was effective to use in learning process to teach reading comprehension. it could be seen from the improvement of students’ score of pre-test and post-test had improved. furthermore, relating to the research findings, the conclusion are presented as follows: 1). chunking strategy was effective and good strategy to use in teaching reading comprehension because this strategy help students understand and remember the information easily; 2). utilizing chunking strategy could improve the students’ achievement and could overcome the students’ problem (lack of vocabulary and misunderstanding of words); 3). chunking strategy could encourage the students’ motivation and involvement in the class; 4). achievement was influence by students’ attitude. having good attitude will get a good achievement. therefore, students should maintain their attitude for getting a good achievement during learning process. (rini angraeini, 2015) conclusion chunking strategy can improve the students’ understanding on reading skill in english teaching process and making the students attracted in teaching learning process because they can achieve their learning goal. the students at english department of muhammadiyah university also are interested in this strategy because they got a lot of information suha as vocabulary and improve their understanding in the text. references afflerbach, p., pearson, p. d., & paris, s. h. (2008). clarifying differences between reading skills and reading strategies. the reading teacher, 61(5), 364-373. bambang, p. (2005). metode penelitian kuantitatif: teori dan aplikasi. raja grafindo persada. brown, h. d. (2007). language assessment principles and classroom practice. new york: pearson education, inc. che lah, n., saat, r. m., & hassan, r. (2014). cognitive strategy in learning chemistry: how chunking and learning get together. the malaysian online journal of educational science. 2(1), 9-15. creswell, w. j. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. united states of america: pearson education. gobet, f., & lane, p. c. r. (2017). chunking mechanisms and learning. department of psychology, brunel university & school of computer science: university of hertfordshire. ikhsan, m. k. (2017). the alternative strategies for teaching reading skill for efl students. unpublished thesis. stkip pgri sumatera barat. ismail, h, s, j ,k., & basuki. (2017). improving the students’ reading skill through translation method. journal of english education, 2(2), 124-131. linse, c. t. (2005). practical english language teaching: young learners. new york: mc. graw-hill companies, inc. wahid chunking strategy; in enhancing ……….. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2020. vol.7 no.1 | page 25 miller, g. a. (1956). the magical number seven plus or minus two: some limits on our capacity for processing information. psychological review, 63, 81-97. moreilon, j. (2007). collaborative strategies for teaching reading comprehension. chicago: american library association. nunan, d. (2003). practical english language teaching. north america: mcgraw hill/contemporary. nunan, d. (1999). second language teaching and learning. masschyserts: heinle and heinlepulicher. rini, a. (2015). the effectiveness of using chunking strategy to improve students’ reading comprehension at the second year of smp negeri 2 barombong. english education department of uin alauddin makassar. van dijk, t. a., & kintsch, w. (1983). strategies of discourse comprehension. new york: academic press. wallace, c. (1992). language teaching: a schemata for teaching education. new york: oxford university. west, c., farmer, j., & wolff, p. (1991). instructional design: implications from cognitive science. englewood cliffs, nj: prentice hall. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.49-58 doi:10.33394/jo-elt.v8i1.3790 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 49 the father's storytelling approach in improving children's vocabulary using anime #1 pramudana ihsan, *2 annisa tiara syafitri #1 pramudana ihsan, english education lecturer, universitas muhammadiyah surabaya, indonesia *2 annisa tiara syafitri, english education student, universitas muhammadiyah surabaya, indonesia corresponding author email: pramudanaihsan@fkip.um-surabaya.ac.id a b s t r a c t s a r t i c l e i n f o this research is based on the implementation of anime for children's vocabulary mastery by their father’s storytelling. the researcher describes the impact of teaching english using vocabulary through anime reading materials using several vocabulary teaching techniques. the subject of this research is a father who works from home and his son who is studying english, amounting to 10 couples. this methodology has several advantages including classroom action research which consists of planning and taking surveys through online data collection. data were analyzed with qualitative data. after analyzing, the authors concluded that the learning process using cartoons had good results. this can be seen from the increase in children's vocabulary and increased english language skills. the results were particularly good in the child's increased memory and attractiveness to read. the vocabulary of 85% of children is also increased and 15% can implement a few words in daily conversation. during the teaching and learning process, almost 90% of children feel comfortable, active, and excited. research has shown that teaching using animated cartoons can increase students' vocabulary mastery. article history: received: may, 2021 revised: may, 2021 published: june, 2021line 09 sep 2018 keywords: anime,, story telling, vocabulary, young learner, how to cite: ihsan, p., & syafitri, a. (2021). the father's storytelling approach in improving children's vocabulary using anime. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 49-58. doi:https://doi.org/10.33394/jo-elt.v8i1.3790 introduction in learning english, which includes several skills such as speaking, reading, writing, and listening. in good communication, vocabulary is needed to support the communication process. learning english at home, especially for children can usually use a lot of media such as books, audiovisuals, or objects around. things like this can affect english language skills, especially vocabulary mastery and children's memory. parents can also play a role during the learning process at home. however, children usually have difficulty remembering and feel overwhelmed when asked to memorize new words. several studies have used many methods for teaching vocabulary to children. one of them is in research using applications that is quizlet application (rizky setiawan & wiedarti, 2020). the results of this study were the vocabulary learning process using the observation checklist. in data processing, the wilcoxon test was used. the results showed that the use of the quizlet application was effective in increasing students' motivation to learn vocabulary. apart from that other applications are used (dzulfikri, 2016). this study investigates the mailto:pramudanaihsan@fkip.um-surabaya.ac.id ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 50 perceptions of students towards application-based crossword puzzles and how playing this game can affect the development of vocabulary among students. the study findings showed that the participants viewed the game and that it positively affected the players' vocabulary retention as indicated by the results of the tests conducted. english vocabulary plays an important and complex role, not only in learning the first language but also in mastering the second language (susanto, 2017). teaching english, especially to increase vocabulary in children, can be done in different and interesting ways, according to the child's preferences. how to develop good character in children concludes seven ways that children should do to cultivate virtue (good character), empathy, conscience, self-control, respect, kindness, tolerance, and justice (a. kamaruddin, 2012). so it's not just giving a few words and having them memorize it. this is different from how to teach adults, it needs patience and consistency so that they quickly understand and remember. children learn according to their mood and interest in what will be learned later. in school maybe they can learn directly with the teacher, but in a pandemic like now, learning is becoming increasingly difficult to understand and children are forced to study with their parents at home where parents who work are also doing work from home. to have a good achievement in mastering english, it is necessary to study it from an early age (achmad, 2014). usually the one who teaches children at home is their mother or siblings, it is rare to hear that their father teaches them at home. the existence of comics can be used as a solution to the risk of failure in a learning process (pratiwi & kurniawan, 2013). this is a new thing for the author to research and want to know the impact on children and add vocabulary to develop the potential of english with their father by using anime media by the title “the father's story telling approach in improving children's vocabulary using anime”. research method the limitations of the learning design include solving problems with low vocabulary by collecting data from observations of parents and children who have applied the method. to improve the reliability of measuring instruments, the data were analyzed using descriptive qualitative data. this descriptive analysis is used to determine the level of accuracy, effectiveness, and attractiveness of the product or development results in the form of comics (rifky, 2017). research design this research on teaching media uses comic book media by parents who are expected to produce maximum data or research results. the use of comic media in teaching foreign languages, especially english, is expected to attract children's attention and interest in the learning process to increase vocabulary when compared to the use of ordinary reading text or with books. comics are in accordance with the current conditions of students with the theme of funny and pictorial topics, so it is hoped that children can acquire and add new words that are generated from learning to use this media. creativity is a crucial thinking skill to create educational innovation, which is novel, valuable, and useful in education (seechaliao, 2017). population and sample or subject the research conducted by the researcher is an innovation of the previous method using different media. observations were made on 10 parents (fathers) who have children aged 6-12 years and are learning english from home. spread some questions on google form links that relate to learning using comics and how they feel when studying together. as well as the impact for those who have tried this method. those who fill in the google form are parents who work from home and teach their children to improve their vocabulary. ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 51 instruments the data obtained from this study is the research applied to parents (fathers) and their children. they use comic anime media and the researchers will see the results after several times they study together. the researchers also recorded the steps taken during the study. the first step is to collect several samples, there are children and parents. to see how their progress during teach children to use comics. then make questions, share them and analyze the data and findings that have been obtained. the questionnaire posed by the researcher can be seen in table 1. table 1 the questionnaire of the research instrument number of items the questionnaire 1. usually, teach children to speak english in what way? have you ever applied to learn to use comics before to increase children's vocab? 2. what reading material do you use to teach children? 3. is this method of using reading material effective enough to increase children's vocab? 4. if so, what kind of development did the child show? (explain) 5. are there any difficulties learning to use this method? (specify if any) 6. studying like this is boring or fun? describe how was your experience teaching children at first? (explain) 7. how long does it take for children to remember words? 8. what words do children remember the most? 9. can children make synonyms of the word? (if yes, provide examples) 10. how do you think about this learning media and method? at this last step, the researchers processed the data. the answers given by parents when filling out the questionnaire will be explained with qualitative data. most parents think that the method of using anime comic media is very effective and some of them say it is difficult to practice. however, from the results obtained, the researchers found that the use of this method could be implemented in children while studying at home. from what the parents explained in the questionnaire, their child learns english and masters vocabulary from school to be precise learning from books. during the pandemic, it is certain that children learn from home or online learning with textbooks because parents do not mention other learning methods at home that they do. so mastery of foreign languages is normal for children and is no longer practiced at home. after approximately 14 days of using the comic anime method in children, the child's vocabulary increases, especially in nouns and verbs. the delivery of children's expressions of books read by parents is a very good achievement because it is practiced in daily activities. researchers can see the results and make conclusions about which learning media is more effective, and see whether there is significance in the results of the research treatment carried out on the object. data analysis according to creswell (2014), qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. the researchers build a complex, holistic picture, analyzes word, report detailed views of information, and conducts the study in a natural setting. in this study, the researcher adopted cameron, (2003) for indicators in vocabulary, those are; a) pronunciation, b) spelling, c) grammar, d) meaning ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 52 the use of anime comics or pictorial reading hoped can provide contribution and input to the education system in this country. comics, known as pictorial reading, is expected to attract and arouse children's interest and motivation at home in learning english. of course, the material or topic used in the comic strip are dialogues that are appropriate for elementary school children aged 6-12 years and it is recommended to use funny or action reading, such as sword art online, my heart saibou, kaguya-sama, hotarubi no morie, umaru chan, madouka, and others. from the many different strategies, there are many options from which learners consciously select in order to optimize their chances of success in achieving their goals in learning and using the language (a. gani et al., 2015). the research approach is observation research which is arranged into 2 cycles and each cycle consists of four stages, namely planning, action, observation, and reflection. in this method, children will be taught how anime comics can help their speaking skills with their parents. the stages can be seen in table 2. table 2 the stages of research observation steps the activity planning 1. preparing the questionnaire 2. preparing comic anime recommendations for children. 3. preparing the population/object 4. preparing observation checklist. action 1. asking respondent to fill in their identity by google form 2. sharing questions to the respondent by google form 3. sharing anime comic recommendations. analyzing 1. in the beginning, children did it well. good speaking but many miss pronunciation. the parent helps them to make it correct 2. children interest to learn using this method result 1. the researcher evaluates the implementation of comic anime with cooperative learning. 2. the researcher linking with the hypothesis. 3. the researcher found the weaknesses during the teachinglearning process from the comment of parents. 4. the researcher arranges a reflection for the next cycle parents read stories that have been recommended. there are 2 stories that the researchers gave for parents to try for their children. in a day, parents read 2 different titles to their children. the research conducted on the first day went well and could be conditioned by parents and cooperation with their children. at first, the children were read the story by the parents and asked to imitate some vocabulary in various expressions. in the second cycle, the researchers did the same thing in a slightly different way. but at this step, the parents read by adding a little new vocabulary to the original sentences in the book so that the child's knowledge increases. at first, the parents read the story by themselves, and in the second stage, they read it together. the result is children more enthusiastic and more questions from children that appear. the examples of anime comics used for children's learning media at home that parents can apply can be seen in figure 1. ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 53 figure 1. anime comics as learning media ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 54 research findings and discussion research findings the following data shows that teaching english using comic strip media to parents and children shows better results than using ordinary reading text media. figure 2. the effectiveness of the method figure 2 shows that this method is very effective and helps children to improve their vocabulary. the reason parents mostly said that this method can improve english vocabulary and that it is fun to do and define. parents also enjoy studying with their children because children are also interested in learning them. figure 3. the way parents teach their children figure 3 shows most parents teach their children before this method is to use ordinary reading book materials and also by internets such as books, online dictionaries, and youtube. this does not have a good impact on children's memory due to the absence of parental guidance. however, after there was assistance with a different method, the results obtained were more satisfying. 0 2 4 6 8 10 effective very effective yes enough 0 1 2 3 4 5 6 7 8 9 10 book music video internet ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 55 figure 4. child memorize the word figure 4 shows the average time it takes for children to memorize and remember new words is around 2-3 days per word. in less than one week the child can master new words and apply them to everyday conversations. this is evidenced by what is shown in the table. some even remember it within a few hours. this kind of response is what researchers hope will be one of the best methods for teaching english to children. in addition, the closeness of father and kids is better because they do things together and routinely. figure 5. fun or boring figure 5 shows how much fun it is to learn using this method. almost all respondents stated that this was very interesting and fun. this is because children prefer media which they find interesting and this comic is one of them. with pictures, not only writing, they can imagine what is going on and imagine the images in the comics. they have an idea of what they read and learn. 0 1 2 3 4 5 6 7 8 9 10 a day 2 days 3 days hours fun 90% boring 10%0%0% ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 56 figure 6. what children get figure 6 shows the vocabulary they learn, the noun is the vocabulary that is most remembered and understood the most. such as fruit names, names of objects around, etc. besides that, there are verbs, adjectives, and question words, namely 5w + 1h. many words are remembered by children when learning. the improvement shown by the children tells that this method is good and feasible to be applied. figure 7. impact to the children figure 7 shows children after learning vocabulary through anime comics are very good. the highest percentage is that children's vocabulary increases, knowledge increases because children quickly understand. in addition, they are also able to speak and imitate the correct way of reading and use it for daily conversations. interest in reading in children also increases. discussion in the learning process and during active growth, children are often difficult to be invited to learn and are less able to absorb knowledge properly without good supervision from parents at home or teachers at school. building curiosity and enabling children to apply what they have learned from the people around them and their environment requires something more than they know. such as learning a foreign language which is an important point and a lesson that must be mastered from an early age. learning with the usual method verb 29% noun 37% adject ive 21% questi on words 13% 5, what is childern get vocab increases 39% understa n very well 30% speak well 22% 9% 0% impact to the childern ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 57 in class without any other support that makes the childer’s memory stronger then the results obtained are not optimal. one of the basic things that can be learned by children and can be monitored by parents at home is learning to increase vocabulary. the importance of breadth for language learners is when they have to understand the meaning when reading a text. children, who can find useful information for themselves from reading, will sooner or later be interested in reading books related to their field of interest (herlina, 2016). the number of words they know will affect their reading comprehension ability. learning at school with a teacher is a good way, but learning with parents at home is read by reading stories using anime comics that make children interested in learning while having fun. learners sometimes forget the meaning of the words owing to the fact that they have not used an effective technique to learn them (enayati & gilakjani, 2020). the use of tools/media in an effort to improve and enrich students' vocabulary is highly recommended (charles d. ffries, 1945:959, 2016). this research is based on the experiences of the related object. this method is very doable and tried to teach and improve children's vocabulary and english skills from an early age. the success of the use of comics in the world of education has been proven by japan with the emergence of knowledge comics aka jitsumu manga or lesson comics as a medium to convey certain lessons (karmiani, 2018). the data that has been shown above and the answers given by the research object is very satisfying, thus convincing the author and readers that the use of comics for learning english to children at home does not disappoint. like the application of other methods, weaknesses and limitations also exist in this media research. anime comics are media with written images, so they cannot produce sound and moving images like videos. so it's possible that children can get bored at any time while listening to stories or reading them on their own, but it's different if the comics are colorful and the storyline is interesting. then the difficulty when asking children to be able to focus because in the learning process they must listen well and not all children can be in silent mode for a long time. while another weakness lies in the parents, not all parents who work at home can apply this method to their children because it is possible that they also do not understand the importance of learning foreign languages and prefer to enroll their children in learning institutions. future research can develop this method and media as a reference for teachers so that students do not feel bored with the usual way of learning. great benefit for exploring the phenomena of vocabulary learning with more respondents, direct observation in class, and student responses to vocabulary learning (susanto et al., 2020). maybe this method can be tried for middle school, not only comics but with media that does not contain many written elements such as a collection of short storybooks and then it can be continued by reading a novel. in the pandemic era like now, it would be nice if we read a lot and watch something that can improve academic and non-academic abilities. so, we can all become the next generation who are equipped to compete widely and internationally. conclusion in overcoming the problem of teaching in improving children's language skills, especially at home, parents can use simple things and of course attract children's interest. language learning at home can be a way to learn as well as have fun for children so that it takes advantage of free time to increase knowledge. references a. gani, s., fajrina, d., & hanifa, r. (2015). students’ learning strategies for developing speaking ability. studies in english language and education, 2(1), 16. https://doi.org/10.24815/siele.v2i1.2232. https://doi.org/10.24815/siele.v2i1.2232 ihsan the father's story telling ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 58 a. kamaruddin, s. (2012). character education and students social behavior. journal of education and learning (edulearn), 6(4), 223. https://doi.org/10.11591/edulearn.v6i4.166. achmad, d. (2014). investigating elementary school pupils’ proficiency in mastering english vocabulary. studies in english language and education, 1(1), 1. https://doi.org/10.24815/siele.v1i1.1116. cameron, l. (2003). challenges for elt from the expansion in teaching children. elt journal, 57(2), 105–112. https://doi.org/10.1093/elt/57.2.105. charles d. ffries (1945:959). (2016). k a n d a i orientasi penelitian penerjemahan mutakhir di indonesia dalam tesis dan disertasi (orientation of the latest researches on translation in indonesia in thesis and disertations). kandai, 9(2), 262–275. creswell, j. w. (2014). research design, qualitative, quantitative, and mixed methods approach (4th ed.). united states of america: sage publications. dzulfikri, d. (2016). application-based crossword puzzles: players’ perception and vocabulary retention. studies in english language and education, 3(2), 125. https://doi.org/10.24815/siele.v3i2.4960. enayati, f., & pourhosein gilakjani, a. (2020). the impact of computer assisted language learning (call) on improving intermediate efl learners’ vocabulary learning. international journal of language education, 4(2), 96-112. https://doi.org/10.26858/ijole.v4i2.10560. herlina, h. (2016). the effect of interest in reading on mastery of english vocabulary with fifth grade elementary students. studies in english language and education, 3(2), 192. https://doi.org/10.24815/siele.v3i2.4965. karmiani, s. (2018). penggunaan media komik berbahasa inggris sebagai upaya meningkatkan kemampuan membaca pemahaman bahasa inggris pada siswa kelas viii smpn 3 teluk kuantan. jurnal pajar (pendidikan dan pengajaran), 2(6), 883. https://doi.org/10.33578/pjr.v2i6.6514. pratiwi, w., & kurniawan, r. (2013). penerapan media komik sebagai media pembelajaran ekonomi di sma negeri 3 ponorogo. jurnal pendidikan ekonomi (jupe), 1(3), 1–16. rifky, h. &. (2017). pengembangan media pembelajaran berbasis komik pada mata pelajaran ilmu pengetahuan sosial kelas iv mi nurul hidayah roworejo negerikaton pesawaran. jurnal pendidikan dan pembelajaran dasar, 4(1), 34–46. rizky setiawan, m., & wiedarti, p. (2020). the effectiveness of quizlet application towards students’ motivation in learning vocabulary. studies in english language and education, 7(1), 83–95. https://doi.org/10.24815/siele.v7i1.15359. seechaliao, t. (2017). instructional strategies to support creativity and innovation in education. journal of education and learning, 6(4), 201. https://doi.org/10.5539/jel.v6n4p201. susanto, a. (2017). assessing the relationship between vocabulary level test (vlt) and reading comprehension. studies in english language and education, 4(2), 157. https://doi.org/10.24815/siele.v4i2.5118. https://doi.org/10.11591/edulearn.v6i4.166 https://doi.org/10.24815/siele.v1i1.1116 https://doi.org/10.1093/elt/57.2.105 https://doi.org/10.24815/siele.v3i2.4960 https://doi.org/10.26858/ijole.v4i2.10560 https://doi.org/10.24815/siele.v3i2.4965 https://doi.org/10.33578/pjr.v2i6.6514 https://doi.org/10.24815/siele.v7i1.15359 https://doi.org/10.5539/jel.v6n4p201 https://doi.org/10.24815/siele.v4i2.5118 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.125-134 doi:10.33394/jo-elt.v7i2.3242 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 125 cultural interference on the use of english second-person pronoun by javanese students retno setya budiasningrum english lecturer, politeknik lp3i jakarta, indonesia corresponding author email: retnosb18@gmail.com a b s t r a c t s a r t i c l e i n f o learning a language is not only about grammar and vocabulary but also about culture. understanding culture allows language learners to give the right meaning to each word learned. english has a different culture from indonesian. this study described the students' problems in using the second person pronoun "you" in english, by looking at the term of social and cultural variables that are given in written form test. it involved the 40 students in ninth grade of smp sriwedari malang, 80 students of sma 3 surabaya and 80 students of sma 17 surabaya. to examine the appropriateness of using second person pronoun “you” the following steps were taken; analyzing the pronominals used by the samples, tabulating the pronominals used and the addressee interactions and the last step was calculating the percentage of pronominals used. the obtaining answer from the test explained that students‟ answers were various. there were “you” as kinship term and others form were found to take the place of “you”. kinship terms are “grandfather”, “aunt”, “uncle”, “mother”, “brother” and “father”. other forms include “he”, “herlina” (name), “herman and “levina” (names). it was found that 25.3% students used the correct form “you”, 69.05% students used kinship terms and 5.65% students used other forms. the analysis showed that there are some errors made by javanese students in using the second person pronoun “you” in english. it indicated that they still have culture interference in using second person pronoun “you” in english. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: culture interference, english second-person pronoun, how to cite: budiasningrum, r. (2020). cultural interference on the use of english second-person pronoun by javanese students. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 125-134. doi:https://doi.org/10.33394/jo-elt.v7i2.3242 introduction language is a part of culture. language is more than the sum of grammar and vocabulary because language is always situated and contextualized by culture fichtner and chapman (2011:121). “it has been emphasized that without the study of culture, teaching l2 is inaccurate and incomplete”, genc, b. & bada (2005:73). “...language study is both knowledge and performance, awareness and experience. it is the recognition of this boundary between the familiar and the unfamiliar and the actual crossing of that boundary.” -claire kramsch in fichtner and chapman (2011:116). in studying a foreign language, it is important for learners know the culture of the language they learned. “the study of a foreign language allows learners to know another culture, not only by the expansion of language experiences, but also by including social and human factors”, mazari and derraz. (2016:351). in the learning process, the persons who learn the language need to be aware of not only the nature of the language but also its culture. moreover, genc, b. & bada (2005:75) stated, “culture classes have a humanizing and a mailto:retnosb18@gmail.com budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 126 motivating effect on the language learner and the learning process. they help learners observe similarities and differences among various cultural groups.” consider the culture of english is different from indonesian culture, it is required for the learners not to ignore the cultural dimensions. relating to the culture, the study of english pronominal is a kind of different thing for indonesian learners. it is because the system of english pronominal is different from the system of indonesian pronominal. “table 1 and table 2 show the differences between the two” morin (2005:181-194). table 1 english pronominal singular plural 1 st person i we 2nd person you 3rd person masculine feminine neuter he she it they table 2 indonesian pronominal singular plural 1 st person saya/aku inclusive exclusive kita kami masculin e feminine both masculine feminine both gender gender 2 nd person bapak-bapak saudara-saudara familiar bapak ibu saudara ibu-ibu kamu/anda informal/form al 3rd person ia/dia mereka it can be seen that the form of english second pronoun in table 1 is only „you‟. in table 2, it is showed that the form of indonesian second-pronoun has many forms, which are „bapak‟ for masculine (singular) and „ibu‟ for feminine (singular), „bapak-bapak‟ masculine (plural), ibu-ibu (plural), „saudara-saudara‟ for both genders, „kamu‟(informal) and „anda‟ (formal). as yusuf, nasir, and andib (2019:77-78) stated “english has only one form of second pronoun „you‟ while indonesian has many forms, including the use of kinship terms such as bapak (father or sir), ibu (mother or ma‟am), paman (uncle), bibi (aunt), kakak (elder sister/brother), adik (younger sister/brother), etc., as a substitute of kamu „you‟”. in an english-indonesian dictionary, „you‟ [y‟u] is listed as kamu, engkau, anda, saudara, and kau in indonesian yet these are not given detailed explanations which may cause learners confusion about the correct form of address”. “english does not distinguish between a formal and an informal address pronoun because the use of „you‟ is associated with neutrality and a strategy to avoid speakers in expressing „any overt stance of respect or familiarity towards their interlocutor”, formentelli (2009:182). “this is to say that interactions between english speakers do not display pronominal codes of social deixis”, yusuf, nasir, and andib (2019:81). “the javanese language is widely known for its speech levels: ngoko ‟low‟ and krama ‟high‟ which enable its speakers to show intimacy, deference, and hierarchy among its speakers”,wajdi et al. (2010:2). they use “krama” to address the people in high level of budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 127 society. it is kind of impolite in using “low” speech level to address elderly people or the people in high rank for javanese people. as krisnanda (2015 :2) claimed “in javanese, language use, especially in addressing someone, greatly affects the social behavior of society. javanese uses the address form based on the level of their society, kinship, and closeness relationships between speaker and hearer”. according to kusumastuti (2018:388) “the different ways of using address forms can be seen from various aspects, such as the use of names, titles, kinship terms, and personal pronouns. furthermore, krisnanda (2014:2) stated “age, sex, kinship term, and social status determine the ways of speaking politely”. clifford geertz (1960) in quinn (2011), puts it in his religion of java: “… in javanese it is nearly impossible to say anything without indicating the social relationship between the speaker and the listener in terms of status and familiarity.” it is common for javanese people to address by „mas‟ and „bapak‟ for male and „mbak‟ and „ibu‟ for female not only to family members but also to others people. in addressing „you‟ they use the form of mba, mas, bapak, ibu, pakde, bude, eyang instead of „you‟. it is a kind of impolite expression if they use the word „you‟ to form the second-pronoun. they keep maintaining the principle of respecting others. as suseno (in prayitno 2011:36) in kentary, ngalim, and prayitno (2016:62) declared “there are two basic principles of speaking that are important for javanese to know, namely the principle of respecting others and maintaining harmonious relationships”. and nuryantiningsih and pandanwangi (2018:383) also said “in javanese society, a person is categorized as polite speaker when the person can use level of javanese speech correctly”. fitriah and hidayat (2018:27-34) expressed that “a cultural convention of politeness refers to judgment of people‟s speech behaviour on the basis of the community‟s social values.” therefore, there are a lot of norms that javanese people should obey. as kentary, ngalim, and prayitno (2016:61-71) claimed that “culture, especially javanese culture, regulates human behavior by there are certain norms that must be obeyed.” accordingly, javanese learners who study english transfer their culture to english unconsciously. as they addressing the word „you‟ the forms that emerge are forms that they use in their native language such as mas, mba, bapak, ibu, bude , pakde. the culture automatically influences the learning process. interference of the culture of javanese toward english has been found in studies of javanese speaker in using english word “you”. it appears almost in every conversation that have the word “you”. these cultural differences, make students difficult in using the word “you” automatically in proper way. research method research design this research is a descriptive study that describes the students‟ problem in using the second-person pronoun “you” in english, by looking at the term of social and cultural variables that are given in the written test. the choice of this design is based on the consideration that this study only examines how javanese students use the second-person pronoun “you” in english. population and sample the population was taken from the ninth grade students of smp sriwedari malang, the tenth-grade students of sma 3 surabaya, and the eleventh grade of sma 17 surabaya. the samples were taken from a population that was 40 students in ninth grade at smp sriwedari malang, 80 students in tenth grade at sma 3 surabaya, and 80 students in eleventh grade at sman 17 surabaya. budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 128 instruments in collecting data, the students were asked to express the use of “you” in the written test given in english. those sentences are as follows: 1. kakek mau pergi kemana ? (kepada kakek anda) 2. ibu, apa yang sedang ibu cari ? (kepada ibu anda) 3. bisakah bapak mengantar saya ke sekolah? ( kepada bapak anda) 4. bisakah bapak menjemput adik sore ini? (kepada sopir anda) 5. tante mau minum apa ? (kepada tante anda) 6. apa yang kakak lakukan setiap hari minggu? (kepada kakak laki-laki anda) 7. kapan bibi pulang ke desa ( kepada pembantu anda) 8. tolong bapak bawakan bunga-bunga ini ke rumah saya. (kepada tukang becak) 9. dimana ibu membeli buku-buku itu? (kepada guru anda) 10. apakah paman pergi juga malam mini ? (kepada paman anda) it doesn‟t mean that the students have to translate those questions into english. since the influence of javanese culture in using the second-person pronoun “you”, the researcher needs to find out whether they use the second-person pronoun “you” inappropriate way when they are asked to write those questions in english. the second–person pronoun that is used by the addressee is distinguished into those that are used to address parents (father and mother), sibling (brother), intimate elders (aunt, uncle, and grandfather), and non-intimate elders (driver, and becak driver). and the data were examined in terms of the participants‟ age, relationship, and intimacy. data analysis in data analysis to examine the appropriateness in using the second-person pronoun “you”, the following steps are taken: (1) transcribing the data; (2) tabulating the pronominals used in term of the speaker and the addressee in the interaction; (3) calculating the frequency of the use of each pronominal used based on the item 2. in analyzing the problems the observer uses descriptive method. whatever exists in the datas will be described as clearly as possible by ignoring the structure. research findings and discussion research finding from the answers that have been given by the students of smp sriwedari malang, sman 3 and 17 surabaya, it turned out that the students‟ answers were various. there were several ways that students used to address the elderly male such as: to the grandfather of the students kakek mau pergi ke mana ? (kepada kakek anda) grandfather want go are where ? where grandfather will go ? where will go grandfather ? where grandfather going to ? where will you go grandfather ? the pronoun “kakek” in “kakek mau pergi kemana?”, there were many students who change the word kakek into grandfather, instead of “you”. to the father of the students bisakah bapak mengantar saya ke sekolah ? (kepada ayah anda) will can father escort me to school ? can the escort i go to school, dad ? can father escort me to school ? budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 129 father can escort me go to school ? can you escort me to school ? the pronoun “bapak” in the sentence “bisakah bapak mengantar saya ke sekolah”? (to the father). the students gave various answers such as ; father, dad and you. lexically “father” and “dad” mean bapak but if it refered to the context “father“ and “dad” should be changed into “ you “. to the driver of the students and pedicab driver bisakah bapak menjemput adik sore ini ? (kepada sopir anda) father can pick up young brother this morning? can father pick up sister this evening, sir ? sir, can you pick up my young brother this evening ? can pick up brother this evening, sir ? can you pick the brother up this evening ? tolong bapak bawakan bunga-bunga ini ke rumah pak amin ? (kepada bapak becak) please father, brings flowers to home to amin ? sir, help to bring this flowers to pak amin house ? help father bring flowers this the house pak amin ? father help me bring flowers is house mr. amin ? please, you are bring this flower to pak amin house ? the pronoun “bapak” in “bisakah bapak menjemput adik sore ini?” (to the driver) and in “tolong bapak bawakan bunga-bunga ini ke rumah pak amin?” (to “becak” driver) were answered by the students as : father, sir, and you. actually “father” and “sir” have the same meaning with “bapak”, but if it based on the statement above they should change that word into “you”. to the brother of the students apakah yang kakak lakukan setiap hari minggu ? (kepada kakak laki-laki anda) what is he doing every week ? what are brother doing every sunday ? what lexono doing every sunday ? what are you doing every sunday, young brother ? what are you doing every week ? students gave various answers, such as: brother, lexina, he and you for the pronoun “kakak” in “apa yang kakak lakukan setiap hari minggu?” (to the brother). lexically brother and old brother mean „kakak” (brother). hence, they made mistake. they should use “you” because they talked to the second person. as well as the use of lexono, since the observer did not want the students to use the name of someone but the second person pronoun “you”, it became a mistake. using he, in this case, is also wrong because “he” refers to the third person and the observer wanted the students talked to the second person directly. therefore, the expected pronoun was “you”. to the uncle of the students apakah paman pergi juga mala mini ? (kepadapaman anda”) will uncle go, too. this night? what is uncle going too these night ? what are you going to night, uncle ? what you go too this night uncle ? what uncle go too night ? budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 130 there are various answers that have been given by the students for the pronoun “paman” in “ apakah pamana pergi juga malam ini ?” (to the uncle), such as; uncle, you and anthonius. lexically “uncle” means paman. since it referred to second person directly “uncle” should be changed into “you”. as well as the use of “anthonius”, it was wrong because the observer did not ask students to change the word “paman” into the name of someone. the several ways that students used to address the elderly female are as follows: to the mother of the students ibu, apa yang sedang ibu cari ? (kepada ibu anda) what looking for, mother ? mother, what are mother look for ? mother, what look for mother ? mother, what are you looking for ? what mother looking for ? many students used “mother| instead of “you” for the pronoun “ibu” in “ apa yang sedang ibu cari ?”. lexically mother means “ibu”, whereas, if it is based on the context they should use “you” in english. to the aunt of the students tante mau minum apa ? (kepada tante anda) what will drink aunt ? what would aunt like to drink ? what would herlina like to drink ? what would you like to drink ? what aunt like to drink the various answers for the pronoun “tante” in ” tante mau minum apa?” that students gave such as; you, aunt, and herlina. actually, “aunt” means tante. but if it turned back to the statement above the word “aunt” is not suitable and the right one is “you”. the use of “herlina” is wrong because the observer did not ask the students to change the word “tante” into the name of someone. the students were supposed to talk to the second person directly, so they did not have to use herlina but the second-person pronoun, “you” into the name of someone. but the students were supposed to talk to the second person directly. to the servant of the students kapan bibi pulang ke desa ? (kepada pembantu anda) when aunt go back to the village ? when servant, go back to a village ? when tina go back to the village ? when will servant go back to your village ? when will you back to your village ? there were various answers that have been given by the students as the equivalent of the word “bibi” in english, for example, servant, aunt and you, there was also a student who changed the word “bibi” into the name of someone, tina. lexically “servant” means bibi. however, if we look back to the context, “servant” should be change into “you”. the use of pronoun “aunt” was wrong because “aunt” means younger sister of our mother or father. it does not mean servant or maid. “tina” was wrong because the observer did not ask the students to use the name of someone instead of “you”. to the teacher of the students dimana ibu membeli buku-buku itu ? (kepada guru anda) where teacher buy books ? budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 131 where did teacher buy this books ? where mother buy the book ? when yayuk buy that book ? when yayuk buy that book ? there were various answers for the pronoun ”ibu” in “dimana ibu membeli buku-buku itu?” (to the teacher) that students gave such as; teacher, mother, you, and yayuk. actually, teacher and mother have the same meaning as ibu. they should change that word into “you” for the correct answer. it is also wrong to use name, “yayuk”, because the observer did not ask the students to change the word “ibu” to the name of the teacher “yayuk”. table 3 the tabulation of the second pronoun used by the samples item smp sma you kinship other you kinship other 1 15 25 41 119 2 9 31 30 130 3 10 30 41 118 1 4 2 36 54 104 2 5 ? 33 55 93 12 6 9 17 14 64 95 1 7 19 21 32 126 2 8 1 35 4 48 101 11 9 10 30 28 81 51 10 2 38 29 130 1 total 84 268 48 422 1097 81 table 4 the percentages of the second person pronoun used by the samples item smp sma you kinship other you kinship other 1 37,5% 62,5% 25,6% 74,4% 2 22,5% 77,5% 18,75% 81,25% 3 25% 75% 25,63% 73,75 0,62% 4 5% 95% 33,76% 65% 1,24% 5 17,5% 82,5% 34,37% 58,13% 7,5% 6 22,5% 42,5% 35% 40% 59,38% 0,62% 7 47,5% 52,5% 20% 78,76% 1,24% 8 2,5% 87,5% 10% 39% 63,12% 6,88% 9 25% 75% 17,5% 50,63% 31,87% 10 5% 95% 18,13% 81,25% 0,62% total 210% 670% 120% 263,74% 685,67% 50,59% table 5 total percentages of the pronominals that are used by smp and sma students smp and sma you kinship others form 25,3% 69,05% 5,65% the data in the table showed the percentages of the correct and wrong answers of the students in using second-person pronoun. there are 62,5% of smp students used “grandfather” and 37,5% of them used “you” and 74% of sma students used “grandfather”, budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 132 25,6% of them used “you”, for pronoun “kakek” in “kakek mau pergi kemana” (where are you going?). in accordance with the data for pronoun “ibu” in “ibu, apa yang sedang ibu cari” (what are you looking for?), there are 77,5% of smp students used “mother” and 22,5% of them used “you”, 81,25% of sma students used “mother”, and 18,75% of them used “you”. there are 75% of smp students used “aunt” and 25% of them used “you”, and 73,75% of sma students used “aunt”, 25,63% of them used “you”, and 0,62% used other forms, such as “herlina”, for pronoun “tante” in “tante mau minum apa” (what would you like to drink?). there are 95% of smp students used “father”and 5% of them used “you”, 65% of sma students used “father”, 33,76% of them used “you”, and 1,12% of students used other forms, such as “herman” and “dad”, for pronoun “bapak” in “bisakah bapak mengantar saya ke sekolah?” (can you accompany me to school?). in addressing “bapak” (driver) in “bisakah bapak menjemput adik sore ini?” (can you pick the brother up this evening?), there are 82,5% of smp students used “father”, and 17,5% of them used “you” , 58,13% of sma students used “father”, 34,37% of them used “you” and 7,5% of the rest of students used other form, such as “sir”. there are 42,5% of smp students used “brother”, 22,5% of them used “you” and 35% of the rest used others form, such as “he” and 59,36% of sma students used “brother”, 40% of them used “you” and 0,62% of the rest used “levina”. for pronoun “bibi” (servant) in kapan bibi pulang ke desa? (when will you go to your village?), 52,5% of smp students used “servant” and 47,5% of them used “you” and 78,76% of sma students used “servant”, 20% of them used “you” and 1,24% of the rest used others form, such as; “aunt” and tina. 87,5% of smp students use “father”, 2,5% of them used “you”, 10% of the rest used other form, such as “sir”, and 63,12% of sma students used “father”, 20% of them used “you” and 6,0% of the rest used other form, such as “sir”, for pronoun “bapak” (the “becak” driver) in tolong bapak abwakan bunga-bunga in ke rumah pak amin! (please, bring this flowers to mr. amin‟s house). for pronoun “ibu” (teacher) in dimana ibu membeli buku-buku itu? (where did you buy shoes books?) 25% of smp students used “you”, 75% of them used other forms such as “teacher” and 50,63% of sma students used “mother”, 17,5% of them used “you” and 31,25% of them used others form, such as “teacher” and 0,62% of the rest used name of someone, “yayuk”. for the pronoun “paman in apakah paman pergi juga malam ini? (will you go, too this night?), 95% of smp students used “uncle”, 5% of them used “you” and 81,25% of sma students use “uncle”, 18,13% of them used “you” and 0,62% of the rest used others form, such as “anthonius”. from the descriptions , it can be seen that 25,3% students used the correct form “you” , 69,05% students used kinship terms and 5,65% students used other forms. therefore, it can be concluded that most students still need guidance in using the second-person pronoun “you” in english. discussion based on the above analysis, it indicated that many students use kinship terms instead of the second-person pronoun “you”. it may be caused by the influence of javanese culture in which in javanese society the younger person are not allowed to use the second person pronoun “you” to the elders. in fact, they should use kinship terms. therefore, the habit of using second person pronoun in their own language is transferred when they used the second–person pronoun in english. budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 133 this case can be related to derakhshan and karimi (2015:2112), he claimed that “almost all of the previous researchers believe that first language has interference in second language acquisition.” and they gave some examples, karim and nassaji (2013) investigated the first language transfer in l2 writing, and they found that when second language learners write in l2, their l1 has an effect on their writing. fatemi, sobhani and abolhassan (2012) investigated the differences in consonant clusters orally in the first and second language, and pointed out if the structures of first and second language were different, learners have difficulty in l2 pronunciation because they faced to unfamiliar phonological rules, but lord (2008) did the converse study; he investigated the different effects that l2 acquisition has on l1. derakhshan and karimi (2015:2113), also explained “learners of second language tend to transfer the forms, meaning and culture of their l1 to the foreign language and culture when attempting to speak the language.” “by learning l2 habits, l1 habits are also transferred and then the errors occur”, (beebe & seliger, as cited in nemati & taghizadeh, 2006) in derakhshan and karimi (2015:2113). based on the pronominals that were used by the students, it was found that many students used kinship terms instead of you. it happened since the javanese should know who are the interlocutors. javanese society really pays attention to politeness in their behavior. it also includes when they are talking. they always try to determine the right language before they speak to someone, especially for the elder people. the use of such language also affects the use of address words in javanese. this is closely related to social values and politeness in javanese society. therefore, the choice of pronominals shows the relation between respect, and politeness. the use of such pronominals in the data can also be related to kinships. for instance, the students use the kinships term instead of “you” in the following sentences; 1. where grandfather will go ? (to your grandfather) 2. what mother looking for? (to your mother) 3. what aunt like to drink? (to your aunt) 4. can father escort me to school ? (to your father) 5. can pick up brother this evening father? (to your driver) 6. what brother doing every sunday? (to your brother) 7. when aunt go back to a village? ( to your servant) 8. please father brings these flowers to mr. amin‟s house. (to “becak” driver) 9. where mother buy that books? (to your teacher) 10. will uncle go, too. this night? (to your uncle) in interaction, javanese people should consider what is called „unggah-unggah ing basa, unda-usuk‟ or „linguistic etiquette‟. “the javanese language has a speech level system namely undha-usuk basa or unggah-ungguh basa jawa”,saddhono et al. (2020). adisti 2018:207) further stated that “javanese unggah-ungguh character is one of indonesian ancestral heritage that must be preserved. it is a national identity that symbolizes the wisdom of local javanese culture.” many aspects of speech behavior are under control of norms regarding a polite and refined conduct. therefore, the use of kinship terms instead of “you” to the elders may be influenced by javanese culture. although the errors that made by the students maybe, because of the students‟ competence of english is not perfect yet. conclusion based on the analysis that 25,3% of students used the correct form “you” and 69,05% of students used the “kinship terms” and 5,65% of students used “other forms”, it can be budiasningrum cultural interference on the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 134 concluded that there were some errors made by the javanese students in using the second person pronoun “you” in english. references adisti, a. (2018). internalization of javanese unggah-ungguh (etiquette) character in modern era through personality course at english education department. al-ishlah: jurnal pendidikan, 10(2), 216-230. https://doi.org/10.35445/alishlah.v10i2.89. derakhshan, a., & karimi, e. (2015). the interference of first language and second language acquisition. theory and practice in language studies, 5(10), 2112–2117. http://dx.doi.org/10.17507/tpls.0510.19. fichtner, f., & chapman, k. (2011). the cultural identities of foreign language teachers. l2 journal, 3(1), 116–40. https://doi.org/10.5070/l2319072. fitriah, f., & hidayat, d. (2018). politeness: cultural dimensions of linguistic choice. ijee (indonesian journal of english education), 5(1), 26-34. https://doi.org/10.15408/ijee.v4i2.2041. formentelli, m. (2009). address strategies in a british academic setting. pragmatics, 19(2), 179–196. genc, b. & bada, e. (2005). culture in language learning and teaching. the reading matrix, 5(1). kentary, a., ngalim, a., & prayitno, h. (2015). tindak tutur ilokusi guru berlatar belakang budaya jawa: perspektif gender. jurnal pendidikan humaniora, 16(1), 61-71. https://doi.org/10.23917/humaniora.v16i1.1522. krisnanda, n. (2015). addressing system of kinship terms in javanese society: a case study among javanese people living in semarang. lantern (journal on english language, culture and literature), 3(4). https://ejournal3.undip.ac.id/index.php/engliterature/article/view/7862. kusumastuti f. (2018). analyzing address forms in chinese and javanese: a comparative study. proceedings of the fourth prasasti international seminar on linguistics (prasasti 2018), 166(4), 388-393. https://dx.doi.org/10.2991/prasasti-18.2018.71. mazari, a., & derraz, n. (2015). language and culture. international journal of humanities and cultural studies, 2(2), 350-359. morin, i. (2005). translating pronouns, proper names and kinship terms from indonesian into english and vice versa. teflin journal, 16(2), 181–94. https://doi.org/10.15639/teflinjournal.v16i2/181-194. nuryantiningsih, f., & pandanwangi, w. (2018). politeness and impoliteness in javanese speech levels. proceedings of the fourth prasasti international seminar on linguistics (prasasti 2018), 166(4), 388-393. https://dx.doi.org/10.2991/prasasti18.2018.70. quinn, g. (2011). teaching javanese respect usage to foreign learners. electronic journal of foreign language teaching, 8, 362-370. saddhono, k., setyawan, b., raharjo, y., & devilito, r. (2020). the phenomenon of using javanese speech levels in javanese society: a sociolinguistic review. journal of talent development and excellence, 12(2s), 3989-4002. wajdi, m., darma, l., suastra, i., & budiarsa, i. (2013). code-crossing: hierarchical politeness in javanese. e-journal of linguistics, 7(1), 1-16. https://ojs.unud.ac.id/index.php/eol/article/view/11196. yusuf, y. q., nasir, c., & andib, n. (2019). power and solidarity: the pronoun of address ke [ke] used in indonesian by acehnese speakers. international journal of language studies, 13(1), 77–81. https://doi.org/10.35445/alishlah.v10i2.89 http://dx.doi.org/10.17507/tpls.0510.19 https://doi.org/10.5070/l2319072 https://doi.org/10.15408/ijee.v4i2.2041 https://doi.org/10.23917/humaniora.v16i1.1522 https://ejournal3.undip.ac.id/index.php/engliterature/article/view/7862 https://dx.doi.org/10.2991/prasasti-18.2018.71 https://doi.org/10.15639/teflinjournal.v16i2/181-194 https://dx.doi.org/10.2991/prasasti-18.2018.70 https://dx.doi.org/10.2991/prasasti-18.2018.70 https://ojs.unud.ac.id/index.php/eol/article/view/11196 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.95-108 doi:10.33394/jo-elt.v9i2.5849 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 95 efl public speaking class anxiety at stkip pgri banjarmasin vivi aulia english lecturer, english department, stkip pgri banjarmasin, indonesia corresponding author email: viviauliavasa@gmail.com a b s t r a c t s a r t i c l e i n f o public speaking was a crucial activity that involved the act of making a speech in front of audience. when the students were required to deliver their speech in front of others, they may face a more difficult situation. this frequently results in anxiety where people experience the fear of giving public speeches. this research aimed to investigate the level of efl students’ public speaking anxiety (psa) at stkip pgri banjarmasin and how they used their individual efforts or strategy to reduce their psa. this research was conducted with a mixed method design. there were 16 efl students investigated using the public speaking class anxiety scale (pscas) questionnaire and interview after they passed a public speaking course during a semester. the results of this research revealed some important findings. first, most efl students have a high level of psa. next, most of them feel that they are afraid of making mistakes when they were performing public speaking in class. the third, the main factor causing them to have psa was the feeling that they were afraid of having negative evaluations from the teachers and their classmates after performing the public speaking activity. finally, they usually practice with friends beyond the class as one of their individual efforts to reduce their psa. the conclusion of this research showed that the majority of efl students’ psa at stkip pgri banjarmasin was at a high level and working with friends was the most individual effort they usually made to reduce their psa. article history: received: august, 2022 revised: october, 2022 published: december, 2022 keywords: efl, public speaking, anxiety, how to cite: aulia, v. (2022). efl public speaking class anxiety at stkip pgri banjarmasin. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 95-108. doi:https://doi.org/10.33394/jo-elt.v9i2.5849 introduction speaking is one of the complex english language skills that require students to have intensive practice activities. this skill has always been thought to be the most difficult of the four skills that language learners should master. along with writing which is considered a productive skill, speaking requires students to express themselves in spoken language (leong & ahmadi, 2017). although learners have the most difficulty producing written material in the target language, speaking ability is thought to be equally difficult to master. this is because students should gain the ability to transfer their own feelings, thoughts, or knowledge to others through the act of speaking (darancik, 2018). practice of english speaking skills covers various activities that lead students to have communication competence. they are required to have speaking practice in various contexts. these speaking activities have the same goals as training students to perform in front of people and creating active interaction to achieve effective communication. public speaking is one of the speaking actions that are considered vital. it is the act of delivering a speech in mailto:viviauliavasa@gmail.com aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 96 front of audiences about a specific subject. as undergraduate students progress through their education and careers, public speaking is an important skill to learn and practice. as a result, public speaking is a common requirement in undergraduate courses, encouraging students to present their work and ideas in order to improve their enhanced competency. it is crucial that students are given the chance to develop their public speaking skills while attending a university since many employers now use graduate students' employment as a measure of success (quinn & goody, 2019). public speaking refers to a form of communication in which a speaker delivers messages to a group of people, and the audience is expected to comprehend the messages, which are made up of data. this activity is carried out usually in the form of a lecture or speech. unlike a presentation, public speaking is usually a little opportunity for audience and speaker interaction where the speaker speaks and the audience listens. because it necessitates the speaker remaining in front of an audience whose eyes and attention are fixed on him or her, the speaker may feel pressured before or during the speech. as a result of this pressure, the speaker feels as if they should not make any mistakes, which causes them to become tense and anxious (sugiyati & indriani, 2021). specifically, when somebody is required to deliver their speech in front of others, they may face a more difficult situation. this frequently results in anxiety, which in this case is known as public speaking anxiety (psa), where people experience the fear of giving public speeches. a common occurrence that an individual has encountered where they are afraid to make a speech is called as public speaking anxiety (psa). moreover, coskun (2017) mentioned that the fear of speaking in public is known as glossophobia. li (2020) explains specifically that psa has particular symptoms both physically and emotionally. physically, speakers may experience a dry mouth, racing or irregular heartbeats, rapid breathing, and even a strong desire to vomit or pee. besides that, the speaker's body flushes, sweats, or shakes uncontrollably, and their voice may fade or tremble. similar symptoms also happen in speakers’ minds when they should speak in front of people. tension and anxiety continue to flow in and accumulate uncontrollably, making it difficult for the speakers to be rational and logical. the speakers' short-term memory may also be affected. as a result, they potentially forget and pause what they are going to say to the audience many times. that is why; they should recognize the level of their psa and find a possible way to overcome it based on their needs. considering the importance of efl students having public speaking skills, the english department of stkip pgri banjarmasin accommodates this issue by offering a public speaking course as one of the sixth semester compulsory subjects. the objectives of the course for students, “be able to: (1) explain the types, uses, functions, and benefits of public speaking as additional skills that support students’ competence as educators in the future, (2) identify the stages of doing public speaking, and (3) present the practice of several types of public speaking, which include: speech, master of ceremony (mc), moderator, speaker, and public debate. at the end of the semester, it is expected that all english department students at stkip pgri banjarmasin have valuable experience practicing public speaking activities, which will enable them to have additional communication skills in the future. connecting to the issue of psa, this research tries to investigate the level of efl students’ psa at the english department of stkip pgri banjarmasin batch 2019 that have passed the public speaking course as well as what kinds of individual effort they usually do to reduce their psa. some previous researches have been conducted by previous researchers from different institutions to investigate the students’ psa. the first one is sugiyati & indriani (2021) who investigate the extent and primary causes of psa in efl students at universitas tidar. the researchers used the public speaking class anxiety scale (pscas) proposed by yaikhong aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 97 and usaha to collect data on psa levels. according to this research, 58.8% of students have a moderate level of psa. furthermore, the majority of the students agreed that fear of negative evaluation was the most anxiety-provoking factor, followed by communication apprehension and test anxiety. this research concluded that only nearly half of the students feel comfortable speaking english. the second previous research that deals with the psa was conducted by fathikasari et al., (2022). they conducted a research to look into the level and the factors that most commonly occur in public speaking among efl students at universitas brawijaya malang. this research used the public speaking anxiety (psa) questionnaire and senior students from the english department as respondents for this research. this research finding reveals that the psa level of efl students being investigated is high. besides that, the general sense factor is the most frequently chosen factor that triggers their psa. they are afraid of negative evaluation, the audience, and past of failures. this research showed that almost all students in this research have a high level of psa. furthermore, the other similar research came from overseas researchers where the result of the research also showed the high level of efl students’ psa. kalra & siribud (2020) from thailand conducted a research on thai efl students at assumption university of thailand investigating their speaking anxiety level. most of the thai efl students had a high level of anxiety towards speaking in english (75%). five percent of the students experienced a low level of anxiety towards public speaking and 20 percent of them experienced a low level of anxiety towards speaking in english. it was indicated that speaking anxiety became the most common problem mostly faced by efl students, particularly those who were practicing public speaking activities. from the previous research above, it is known that psa is almost always experienced by efl students when they should perform speaking activities in front of people. therefore, this research tried to investigate the efl students’ level of psa at the stkip pgri banjarmasin, which is measured by adapting the public speaking class anxiety scale (pscas) constructed by yaikhong & usaha (2012) to help indicating efl students’ psa level in an efl public speaking class. besides that, this research also investigates how the individual efforts of efl students reduce this anxiety when they are required to have public speaking activities and practice during a course. it is expected that by knowing the result of this research, it can be references and information to be investigated deeply in the future to find some possible strategies that can be recommended to efl students to reduce their psa. research method this part consists of the design of this research, subject of the research, research instruments as the tools to collect the data, and data analysis. research design this research employed a mixed method design where both quantitative and qualitative approaches were integrated. there were 16 students of the english department batch 2019 at stkip pgri banjarmasin engaged in this research. they were sixth semester students taking public speaking course focusing on how to practice and demonstrate the five public speaking activities. they are: (1) delivering formal speech, (2) acting as master of ceremony (mc) in both formal and/or informal events, (3) acting as moderator in a specific discussion forum, (4) acting as speaker or presenter in a formal discussion forum, and (5) acting as a debater in public debate. this public speaking course was handled by the researcher herself as the official lecturer of the course during a semester. moreover, this course was delivered in hybrid form due to the covid-19 pandemic situation when this research was conducted. the course began with the concept, the purpose, and the overview of public speaking delivered by the lecturer. before practicing in each session of public speaking activities, the students aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 98 should learn about the theory of becoming public speaker. after that, the lecturer assigned them to practice and to demonstrate those five public speaking activities in turns during a semester both in face-to-face class and virtual class. this research used a convergent mixed method design where it was intended to collect both quantitative and qualitative data in one phase. the data were analyzed separately before being compared and/or combined. in this case, the researcher collected quantitative data through a survey and qualitative data through an interview at the same time. then, these types of data were analyzed separately. the results were then compared to confirm the findings. this process followed the cresswell method as mentioned in pardede (2019). subjects the subjects of this research were 16 efl students in the sixth semester of the english department of stkip pgri banjarmasin batch 2019. they were selected as the subjects of this research since they have passed the public speaking course as one of the compulsory subjects within the semester. instruments as this research employed mixed method design, there were two kinds of instruments used in this research. first of all, the researcher adapted the public speaking class anxiety scale (pscas) questionnaire constructed by yaikhong & usaha (2012) to measure the level of efl students’ psa in this research. this was the scale for anxiety measurement consisting of 17 items on which they were graded on a 5-point likert scale ranging from strongly agree to strongly disagree. efl students’ overall or mean scores reveal their level of anxiety. the results of this questionnaire became the quantitative data of this research. the detailed item adaptation of this pscas questionnaire was presented in table 1. table 1 items adaptation of pscas questionnaire no statement of items students’ opinion sa (5) a (4) u (3) d (2) sd (1) 1 i never feel quite sure of myself while i am performing english public speaking in class 2 i start to panic when i have to perform english public speaking in class without a preparation in advance 3 in an english public speaking class, i can get very nervous of forgetting things i should speak 4 i feel confident while i am performing english public speaking in class 5 i get nervous and confused when i am performing english public speaking in class 6 i am afraid that my classmates will laugh at me while i am performing english public speaking in class 7 i get nervous when the lecturer asks me to perform an english public speaking in class which i have prepared in advance 8 i have no fear of performing english public speaking in class 9 i can feel my heart pounding when i am going to be called on by the lecturer to perform english public speaking in class 10 i feel relaxed while i am performing english public speaking in class 11 it embarrasses me to volunteer to go out first to perform english public speaking in class aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 99 12 i face the prospect of performing english public speaking in class with confidence 13 certain parts of my body feel very tense and rigid while i am performing english public speaking in class 14 i feel anxious while i am waiting for performing english public speaking in class 15 i dislike using my voice and body expressively while i am performing english public speaking in class 16 i have trouble to coordinate my movements while i am performing english public speaking in class 17 even if i am very well prepared, i feel anxious about performing english public speaking in class note: sa (5) = strongly agree with 5 point a (4) = agree with 4 point u (3) = undecided with 3 point d (2) = disagree with 2 point sd (1) = strongly disagree with 1 point the pscas questionnaire presented in table 1 was filled by efl students to see the level of their psa. based on the explanation of yaikhong & usaha (2012) who constructed this instrument, the total summed scores for this pscas questionnaire were 85. specifically, the scores greater than 68 was considered high anxiety. then, the scores between 68 and 51 were considered medium anxiety, and scores less than 51 were considered low anxiety. next, the second instrument used in this research was interview questions. when they were asked to complete the questionnaire, the researcher interviewed all of them at the same time in turns, to gain insight on what individual effort they usually made to reduce their psa during a course. a semi-structured interview was conducted. students were given an opportunity to respond to the questions and make comments. the goal of the interviews was to fill in any gaps that were not addressed by the pscas questionnaire items. the results of this interview became the qualitative data of this research. the item interview questions were presented in table 2. table 2 interview questions to efl students in this research no interview questions 1 what kind of fear or anxiety do you have in public speaking class? 2 based on your experience in performing public speaking in class, what kinds of factors contribute to your anxiety? 3 what strategy or effort do you usually implement to reduce your anxiety before giving a speech in public speaking class? adapted from raja (2017) and alwis (2020) all the students in this research were interviewed using those questions to see their point of view on what individual effort or strategy they usually implement to reduce their psa. they were given a chance to describe their feelings after passing the public speaking course that reflects their performances during a semester. data analysis analyzing the data was the next step carried out by the researcher after gaining the data. the quantitative data obtained from the pscas questionnaire were analyzed in terms of percentages using the descriptive statistical operation. in this case, the researcher calculated all the scores of students’ psa level derived from the distributed pscas questionnaire. after aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 100 that, the researcher identified each score of students’ psa into high, medium, or low anxiety categories. the results then were presented in forms of chart. dealing with qualitative data analysis, the researcher analyzed the results of the interview using qualitative data analysis proposed by miles et al., (2014). they consisted of data condensation, data display, and conclusion drawing. during the process of data condensation, each item of interview questions was summarized and classified based on the frequency with which answers were given by the students. after that, the researcher continued to display the data. the results of the interview were presented in the form of charts to see the frequency of answers given by them to each item. these issues show the supporting information on what common fears the students have in public speaking class and the most contributing factor on their psa that lead to the conclusion of what individual way or effort they have implemented to reduce their anxiety. the last one is drawing a conclusion where the qualitative analysis was made to show the interpretation the finding got from the students’ responses to the interview questions. having analyzed the quantitative and qualitative data separately, the results were triangulated where the researcher compared and synthesized them. the final conclusion was made by identifying the psa level of all students in this research. in addition, the conclusion also stated students’ individual effort to reduce their anxiety. research findings and discussion this part consists of research findings presenting the results of efl students’ psa levels at stkip pgri banjarmasin as well as their individual effort or possible strategy to reduce their anxiety. these findings were discussed based on related literature. they are presented in the following part. research findings there were four findings derived from this research. they were: (1) the psa level of efl students at stkip pgri banjarmasin in this research, (2) the most common fears or anxiety experienced by efl students in public speaking classes, (3) the most factors contributing to the efl students’ anxiety, and (4) the individual efforts made by efl students to reduce their anxiety. each of them was presented in the following parts. 1. the psa level of efl students at stkip pgri banjarmasin the first finding of this research was the psa level of efl students at stkip pgri banjarmasin derived from the distribution of the pscas questionnaire to them. the summed score of pscas questionnaire items showed this level. figure 1 below presents the results of the questionnaire. figure 1. efl students’ public speaking anxiety level (source: distributed questionnaire to students) based on figure 1, there are 8 students (50%) have a high level of anxiety in public speaking class, 5 students (30%) have medium anxiety, and the last 3 students (20%) have high anxiety 8 students (50%) medium anxiety 5 students (30%) low anxiety 3 students (20%) aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 101 low anxiety. it indicated that the majority of efl students in the sixth semester of the english department of stkip pgri banjarmasin batch 2019 in this research have a high level of anxiety in public speaking class. 2. the most common fears or anxiety experienced by efl students in public speaking class the next finding of this research is the most common fears or anxiety experienced by efl students in public speaking classes. the results of this issue were presented in figure 2. figure 2. the most common fears experienced by efl students in public speaking class (source: answer of interview question) figure 2 shows that the efl students in this research have various kinds of anxiety in public speaking class. the highest frequency of students’ anxiety was the anxiety of making mistakes in english public speaking class (81%), the anxiety of having tongue stiffness (13%), and the anxiety of having social phobia (6%). these results revealed the fact that most efl students in this research feel embarrassed when they were asked to perform english public speaking activities in class. the sample of students’ answers related to this issue was as follows: “public speaking is not as easy as other speaking activities. i am worried that i will misrepresent the content of my speech in english. i am also worried that the content of my speech sounds weird and funny” (student a) “i am quite worried because this is the first time i learn english public speaking with specific content. i am quite worried because my tongue is stiff. it was very difficult speaking activities to act as a public speaker. being a moderator and formal speaker are complicated for me” (student d). 3. the most factors contributing to the efl students’ psa the next finding of this research was about the most factors contributing to efl students’ psa. when the students were interviewed by the researcher, there were various opinions the students stated about this issue. the most factors derived from their responses to this issue was presented in figure 3. figure 3. the factors contributing to efl students’ psa (source: answer of interview questions) making mistakes in english ps performance 13 students … tongue stiffness 2 students (13%) having social phobia 1 students (6%) making mistakes in grammar, pronounciation, and vocabulary aspects… lack of confidence 2 students (10%) shyness 3 students (20%) afraid of having negative evaluation from others 6 students … aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 102 figure 3 shows the various opinions of efl students in this research when they were interviewed about factors contributing to their psa. the researcher then classified the most common responses as being related to this issue. there were 6 students (37%) who stated that the main factor contributing to their psa was that they felt afraid of having a negative evaluation from both the teacher and their classmates after they performed the public speaking activities in class. then, the next factors contributing to the efl students’ psa were that they feel afraid of making mistakes in grammar, vocabulary, and pronunciation aspects (30%), they have shyness when they should perform the public speaking activities (20%), and they have a lack of confidence (10%). the sample of students’ answers related to this issue was as follows: “i realized my shortcomings when i should perform in public speaking class. what worries me a lot is that i get criticism or other negative comments from my friends outside the class. even though they do not laugh at me, there is always concern, even though i try my best” (student c) “i realize that sometimes when performing speaking activities, i make mistakes in grammar. even, some of my pronunciation sounds are still accented by my mother tongue, like the sounds /p/ and /f/ “(student f) 4. the efl students’ individual efforts to reduce their psa the last finding of this research was about the results of efl students’ individual efforts usually implement to reduce their anxiety. after the students stated that they have such anxiety in public speaking class, the researcher interviewed them about whether there is any individual effort they usually make to reduce their anxiety based on their needs. the results of this issue are presented in figure 4. figure 4. students’ individual efforts to reduce their psa (source: answer of interview questions) figure 4 shows that there are some common efforts that efl students implement to reduce their anxiety. six students (37%) mentioned that they prepared themselves by practicing speech with friends or in groups. besides that, 4 students (25%) implemented their comfort strategy by watching public speaking videos on youtube as the preparation to know how to deliver speech in front of audiences. then, the same number of students prepared themselves by breathing deeply before giving a speech. the last one was 2 students (13%) tended to practice public speaking individually at home by practicing speech in front of a mirror. the sample of students’ answers related to this issue was as follows: “i am more comfortable practicing public speaking with my friends together at the boarding house. when i try to practice speaking, they correct me and help me improve the script of my speech. besides that, the atmosphere in our boarding house is less tense, allowing us to practice speaking more freely” (student j) preparing ourself by speech practice with friends 6 students (37%) preparing ourself by speech practice individually in front of mirror 2 students (13%) taking deep breath before giving a speech 4 students (25%) preparing speech material & performance by watching ps videos on youtube 4 students (25%) aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 103 “i prefer to search for some examples of public speaking videos on youtube as practice material. i play these videos several times and i try to practice it with my own script. then, i make important notes to help me improve my public speaking scripts. after that, i try to practice performing it with my own style. (student m) based on the findings presented in figure 1-4, this research revealed four issues related to the efl students’ psa at stkip pgri banjarmasin. first of all, most efl students at stkip pgri banjarmasin have a high level of psa. next, most of them feel that they are afraid of making mistakes when they are performing public speaking activities in class. the third, the finding also revealed that the most common factors causing them to have psa were the feeling that they were afraid of having negative evaluations from the teacher and their classmates after performing the public speaking activity. finally, the last finding showed that they usually practice with friends beyond the class as a part of individual efforts to reduce their psa. discussion as mentioned in the previous section that this research aims to investigate the level of efl students’ psa at stkip pgri banjarmasin and how they used their individual efforts or strategy to reduce their psa. public speaking is considered one of highly important skills to achieve for undergraduate students. cheng & kuek (2020) revealed the information that public speaking activities can be done in many ways. a student presents his views to his group members, a teacher lectures on his or her course, a researcher delivers an academic paper in a workshop, and a salesperson offers his items to buyers. all of these actions are considered public speaking. due to its widespread use, public speaking is now regarded as a necessary skill for students' academic and professional success in the twenty-first century. the results of this research show the findings that implementing public speaking activities is not easy for efl students, especially for those who are investigated in this research. the first finding of this research shows that there are eight of 16 students have a high level of anxiety in the public speaking class. in other words, almost half of the classes have high levels of anxiety about practicing public speaking activities during a semester. it indicates that 50% of them feel that public speaking activities are hard speaking activities causing high anxiety for them. it seems that they struggle with it. this result is in line with the results of previous research, which are conducted by kalra & siribud (2020) and fathikasari et al., (2022) that most efl students tend to have a high level of psa. the degree of anxiety that each efl student feels varies depending on the internal and external factors that influence it. the high level of anxiety in public speaking has specific criteria. hasibuan et al., (2022) clearly mention that different levels of anxiety show different criteria. first, people with low levels of anxiety are those who have no dread or anxiety at all. second, people who have moderate anxiety show that they have a small amount of performance anxiety. third, anxiety is at an all-time high. high anxiety individuals will exhibit worry and fear regarding a particular public speaking performance. no matter how frightened an efl student is about public speaking, the lecturer's job is to assist them to feel less anxious. if the lecturer does not know how anxious the efl students are about public speaking, the course may be pointless. furthermore, it is suggested that the ease with which efl students speak in front of an audience influences when they enroll in a public speaking course. depending on the degree of communication anxiety among their efl students, public speaking lecturers may need to address students' difficulties in the learning process by simply being aware of their levels of psa. next, the second finding of this research also strengthens the first result above. there are 13 students (81%) of 16 students feel that they are afraid of making mistakes when they aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 104 are performing public speaking activities. when they are interviewed by the researcher, the highest frequency of answers state that they are concerned they will be embarrassed if they speak about specific content to talk about in public speaking class. they claim that they are afraid of making a mistake or looking unsightly. some of them said that when they consider how the lecturers and their classmates might be staring at them or focusing on them, they become nervous and agitated. furthermore, some of them stated that when it comes to public speaking, they are afraid that they will not be able to perform optimally due to their lack of background knowledge on the subject. they are very conscious that the mistakes made during a public speaking performance are considered failures. the afraid of making mistakes remains a fact that there are two possibilities faced by students related to their psa. the first possibility is that the efl students in this research face process anxiety. as mentioned in the research conducted by hasibuan et al., (2022), process anxiety refers to the fear a student experiences as they work to prepare a speech, such as: composing an outline of their speech, planning the speech script, revising the rough speech script draft, reconstructing the better speech script draft after revision, practicing speech, etc. in contrast, the second possibility of efl students feeling afraid of making mistakes is that they face performance anxiety. the concerns a student has when giving a speech, such as forgetting the topic and pausing the speech many times, are referred to as performance anxiety. haryanto (2020) emphasizes that the greatest element that affects psa in students is performance anxiety. although advanced efl students have mastered and memorized their public speaking material, anxiety causes them to forget it. it indicated that the reasons why there is a performance anxiety element are that people are normally tense before speaking. the result of this finding emphasizes and underlines the next finding about the factors causing efl students in this research to have psa. there are six students (37%) who state that the main factor contributing to their psa is that they feel afraid of having a negative evaluation from both the teacher and their classmates after they perform the public speaking activities in class. in addition, having this negative evaluation is mostly supported by the other factors contributing to the efl students’ psa, as stated by other students in this research. thirty percent of them are afraid of making mistakes in grammar, vocabulary, and pronunciation, while the rest are shy and lack confidence. grammar, vocabulary, and pronunciation issues become the crucial elements in the success of someone speaking in front of people formally like in public speaking activities. lack of vocabulary and grammar understanding will make it challenging for them to express themselves verbally because of the language's restrictive word choices and grammatical structures. for instance, if they run out of ideas in the middle of a public speaking presentation and are at a loss for words, it will reflect poorly on the speakers. besides that, the pronunciation aspect also reflects the students’ competence in producing the english sounds properly. some of the students seem to have their mother tongue accent when they are speaking english. in this case, the students do regularly speak banjarese, even speak in their local accents (banjar hulu and banjar kuala local accents). this issue makes it more difficult for the students to converse fluently in english, let alone in public. they need more practice in speaking english over and over again. this result is in line with the explanation given by atas (2015) and hidayah & azmi (2019) that speaking anxiety affects efl students for a variety of reasons. they are: (1) fear of speaking in front of people, (2) immature vocabulary, (3) fear of making pronunciation mistakes, (4) limited grammatical knowledge, (5) unpreparedness, (6) fear of being laughed at, (7) shyness, (8) low self-confidence and self-esteem, etc. referring to the students’ anxiety of having negative evaluation from both the lecturers and their classmates in public speaking activities, tresnawati & musthafa (2015) mention aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 105 that fear of having negative evaluation has also been linked with psa. this is one of the reasons for the fear of public speaking that is most frequently mentioned. such emotions are normal because nobody wants to be thought poorly of. everyone wants to be respected by those who are important to them. as a result, if someone is considering giving a speech, they are immediately struck with ideas about how to present a positive image in front of them. with this in mind, many of them allow themselves to be overcome by all kinds of possible worries rather than focusing on the task at hand. in this case, they worry that both the lecturers and their classmates might not like the presentation. naturally, this condition in their minds causes anxiety. numerous researches agree that students' anxiety is caused by the worry of performing poorly in their presentations. students were also afraid of making mistakes which led the anxious students to have a fear of negative evaluation. this finding can be interpreted as supporting melouah's (2013) research, which indicates that fear of negative evaluation is the anxiety related to the learners' perspective of how their familiar audience may judge their language competence negatively. many of the students were worried and anxious that their knowledge and performance of english speaking would be judged negatively by their teacher and their classmates. it seems that others’ opinion appear to have a significant impact on students’ confidence and self-esteem. this is understandable because all students have worked hard to prepare themselves to perform public speaking activities as well as they can. finally, the last finding of this research shows the common individual efforts efl students make to reduce their psa. six students (37%) mentioned that they prepared themselves by practicing speech with friends. practicing public speaking activities together with partners can be one way to reduce anxiety, instead of practicing individually. before the students had to stand up to give their speech, it seems that their classmates helped them learn more about english vocabulary and corrected their speech scripts. this way is in accordance with the research conducted by aulia et al., (2020) that showed working with partners like pair work successfully reduced students’ speaking fears due to the consideration that their partners contributed to making them gain more knowledge about english words and give correction on how they pronounced words. additionally, collaboration with others boosts the confidence of apprehensive, introverted, and less skilled students. this effort can create a sense of community among students and an atmosphere for group learning in the classroom (samad et al., 2020). besides practicing with partners, this research also reveals the result that 25% of students tried to take deep breaths to reduce their nervousness before presenting the public speaking activities. kimani et al., (2021) mention that it has been proven that slow and deep breathing might help someone feel more at ease in stressful circumstances. many people employ deep breathing as a calming mindfulness exercise. considering the importance of taking deep breaths as one of the effort to reduce the psa, a research conducted by larson et al., (2010) also found that deep breathing as one of the relaxation interventions had a significant effect in reducing anxiety. further, they explain that deep breathing is slow, diaphragmatic breathing that evens out the body’s levels of carbon dioxide and oxygen. when using this way, it is crucial to breathe in with the nose and to breathe out with the mouth. as a result, the body will respond to this condition with a milder reaction, which leads to a decrease in the panic level. from the results of this research, it is important to note that psa is a very common form of social phobia. almost all people get nervous when they have to give a speech or a presentation, even experienced speakers. actors, politicians, and public figures are among the many experienced speakers who struggle with psa. some of them may believe that a little anxiety before a performance or speaking engagement helps them do their finest work. but for some people, the anxiety is so bad that it makes it impossible to function at all. students aulia efl public speaking class ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 106 may avoid classes or even majors that require oral presentations as a result of this, never speak in front of the class. hence, every student needs to reflect upon themselves to find the appropriate way to deal with this situation. increasing confidence and implementing possible efforts that would help them reduce their psa are required. the result of this research gives a pedagogical implication to consider. in the effort of reducing the students’ public speaking anxiety, there is another important element to note that the existence of teachers is also needed as an instructor in class. there should be a reflection on what the teachers can do to help students overcome their fear of public speaking in class. through her research, inada (2021) recommended the strategy of decreasing students’ anxiety in speaking activities. these suggestions are: (1) creating an unthreatening environment, (2) creating a situation where the students can practice speaking without focusing on making mistakes. if students can communicate with one another, they should not worry about making small errors. making mistakes is inevitable when practicing english, so it should be acceptable for students to make them as long as they are trying their best. students' speaking abilities will progressively advance if they are given more opportunities to speak english and hear what others have to say, (3) creating a group dynamic. the teacher designs the mixed-level classes. advanced-level students are encouraged to function as student-teachers when paired with basic-level students to foster a positive relationship and help them develop their self-confidence. this is because to keep up with their peers, they should record each session, listen to it at home, practice self-talk, and review the material. to sum up, the efl teachers should also take part in the public speaking anxiety issue. decreasing students’ anxiety is a hard task for those who teach english speaking skills, particularly assisting students with their fear when speaking in front of audiences. it does not seem like there is a straightforward way to make students feel less anxious. thus, the teachers should, therefore, endeavor to acquire the perspective of students in order to discover the underlying factors and causes of worry. with regard to the limitations of this research, the use of one class in one batch of university students means that the findings may not be generalizable. the limitations may explain the differences between the results of this research and those of some of the others in the literature. besides that, there are some different scales to measure psa in other similar research, like the pscas scale proposed by yaikhong and usaha (2012), the personal report of psa scale proposed by mccroskey (1970), and the foreign language classroom anxiety scale proposed by horwitz et al (1986). further research is needed to identify the issues that fit with those types of scales enriching the insight and information related to psa. conclusion this research concludes that most efl students at stkip pgri banjarmasin have a high level of psa. besides that, the students were terrified of public speaking due to the fact that they are afraid of making mistakes and having negative evaluations from both the teachers as well as their classmates. in an individual effort to reduce their psa, most of them usually practice with friends as an advanced preparation for the public speaking performance in class. the researcher in this research proposes some recommendations based on the findings. it was necessary for the efl students to encourage themselves to increase their selfconfidence and implement any individual effort that would help them reduce their psa based on their needs. therefore, efl teachers should implement any possible strategies that can decrease students’ speaking anxiety in class. references alwis, o. 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(2021). exploring the level and primary causes of public speaking anxiety among english department students. journal of research on language education, 2(1), 57. https://doi.org/10.33365/jorle.v2i1.906 tresnawati, f., & musthafa, b. (2016). expressive writing in minimizing students’ public speaking anxiety. 1st upi international conference on sociology education, 393–399. https://doi.org/10.2991/icse-15.2016.85 yaikhong, k., & usaha, s. (2012). a measure of efl public speaking class anxiety: scale development and preliminary validation and reliability. english language teaching, 5(12), 23–35. https://doi.org/10.5539/elt.v5n12p23 http://www.isetl.org/ijtlhe/ https://doi.org/10.22555/joeed.v4i1.1001 https://doi.org/10.17051/ilkonline.2020.04.764791 https://doi.org/10.33365/jorle.v2i1.906 https://doi.org/10.2991/icse-15.2016.85 https://doi.org/10.5539/elt.v5n12p23 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.32-37 doi:10.33394/jo-elt.v8i1.3783 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 32 problems of online learning during covid-19 pandemic in speaking for professional context class #1 sri ariani, *2 tawali #1 english lecturer, faculty of culture, management and business (fbmb), undikma, indonesia *2 english lecturer, faculty of culture, management and business (fbmb), undikma, indonesia corresponding author email: sri_ariani@ikipmataram.ac.id a b s t r a c t s a r t i c l e i n f o indonesia's government has made policy in the education sector due to the covid-19 pandemic situation. previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. this situation forces the lecturer and students to adopt online learning and effected to their learning experiences. this current study is aimed at analyzing the students’ difficulties during online learning in speaking for professional context subject during covid-19 situation. this research was held using a descriptive qualitative method approach. the data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the english department who joining speaking for professional context class at universitas pendidikan mandalika in mataram, west nusa tenggara, indonesia. the findings of the research revealed various problems for students as indicated in the current research. a total of 5 problems arose during online learning in the speaking for professional class. the arisen problem was: the first problem was related to youtube video as the source of learning materials. the second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. the third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. the fourth problem was dealing with students’ limitations in accessing zoom meetings. the students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during covid-19 pandemic situations. the findings provide information for further development and improvement in online teaching and learning procedures. further research on the strategy of how the students face the challenge and adapt are encouraged. article history: received: may, 2021 revised: may, 2021 published: june, 2021ed 16 aug 2018nline 09 sep 2018 keywords: online learning, covid-19 pandemic, speaking for professional context class, how to cite: ariani, s., & tawali, t. (2021). problems of online learning during covid-19 pandemic in speaking for professional context class. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 32-37. doi:https://doi.org/10.33394/jo-elt.v8i1.3783 introduction in early 2020, several countries in the world, including indonesia, were facing problems that changed activities of life caused by a virus called covid-19. the influence of the coronavirus disease 2019 (covid-19) pandemic is now beginning to merge with the education sector. therefore the government issued the policy for all educational institutions mailto:sri_ariani@ikipmataram.ac.id ariani problems of online learning ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 33 to prevent the spread of the covid-19 by reducing the interaction of many people. particularly in universitas pendidikan mandalika in mataram, west nusa tenggara, the relevant authorities imposed this policy early on april 20, 2020. the teaching and learning model switched from mostly face-to-face learning to online learning. as a result, it gives a different experience to everyone involved, especially to the students as remote learning, and many lecturers had less previous experience in online teaching. some researchers have been conducted research related to online learning in covid19, ali (2020) explored online and remote learning in higher institutions that investigate how efl teachers implemented efl online learning and the challenges they faced. while allo (2020) conducted previous research which closes resemblance with the present study in which they both are concerned with the student's point of view of online learning in the pandemic situation. it was found that learner perception on online learning during covid-19 pandemic. face-to-face learning lecturer and student are physically facing each other in being. online learning, in contrast, involves teaching via online (this is related to the computer system or accessible by computer) connection between lecturer and the individual learner. that may present in the form of pictures, photos, or text documents exchanged electronically via the internet. communication is completely different in an online class as compared to face-to-face. anna (2020), an implementation consultant, stated that online learning is a great alternative. online learning is a part of distance education that specifically combines electronic technology and internet-based technology or ict in learning. online learning is a program for organizing online learning classes to reach a broad and massive group of students. online learning refers to the use of internet-based technology features, which are highly dependent on the availability of information technology. online learning is a learning system without directly face to face between teachers and students. allen & seaman (2007) suggested the online learning requires an internet network. the teacher and students carry out learning together, at the same time, but in different places. various applications and platforms can be used, such as whatsapp, telegram, zoom meeting, google meet, google classroom, edmodo, and others. to support this online learning, the main device needed is a computer or android connected to the internet network. the effective way to transfer knowledge by the lecturer to the students in the face-toface classroom to online learning causing some problems, this was revealed by anderson, imdieke, and standerford (2011). they stated that they saw one of the main challenges as the “disconnect between the way lecturers were taught to teach”, and how the course content must be delivered in an effective online teaching environment. teaching online distribution systems creates several difficulties and problems. a study conducted by ahmad (2016) found a phenomenon that efl learning which requires a lot of practice for its application also experiences obstacles when the learning system is used. in the listening session, for instance, the ict equipment applied by teachers to train students who are in separate and distant places is often ineffective. lecturers also cannot maximally supervise students when giving speaking exams. in speaking courses with distance or online learning, students also find problems in imitating the way of speaking exemplified by their lecturer, and the lecturer also cannot optimally train the students to speak. the parents’ abilities differ in providing their children supporting facilities. because in this covid-19 situation, most of the parents' lose their job. some of them got salary reductions to support the continuation of the institution or company in which they work for. another problem related to online learning is found that some students’ parents and students do not have computer or android device, as such condition makes them hard to enjoy the learning system. meanwhile, there is a demand for the fulfillment of educational services for students, as mandated in the constitution. ariani problems of online learning ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 34 in conducting an e-learning system, it is highly relevant with the notion of internet and technology as the support system. especially in this 4.0 era, the lecturer has to master the internet and technology in teaching. traditional face-to-face meetings are to be integrated with the blended-learning system by using e-learning. lecturers are required to adapt to this latest information in the teaching and learning system. particularly in facing this covid-19 outbreak, the e-learning system is applied to accommodate the teaching and learning process from home, because this pandemic forces study from the home system. in conducting the e-learning, some information and technology products can be employed in supporting the online classroom. the first supported application to accommodate e-learning is whatsapp. whatsapp is effective in increasing success in learning, developing students' positive opinions toward the use of whatsapp in courses (cetinkaya, 2017). whatsapp is also an applicable tool for improving students' motivation to learn (amry, 2016; mbukusa, 2018). it is one of the most popular applications in nowadays communication. it is an unpaid mostly used chatting application. there are many other free applications designed to assist the students and lecturer communicate and conduct online classrooms. the application applied such as google classroom, zoom, google meet, facebook, youtube, and so on. the lecturers may have an agreement with the students to choose the appropriate application in conducting the remote learning. it should be adjusted based on the lecturer's ability in accessing technology and students’ condition, so the teaching and learning process can be managed effectively and efficiently. research method this research was conducted using a descriptive qualitative method approach. the data was obtained from the online questionnaire and interview result which was conducted on 45 students of the second semester of the english department who joining speaking for professional context class at universitas pendidikan mandalika in mataram, west nusa tenggara, indonesia. the questionnaire consisted of 20 questions. four scale system was employed such as: strongly agree, agree, disagree, and strongly disagree. it was expected to give more honest responses as they were asked to reflect on their learning difficulties during the pandemic. research design in conducting this study, a qualitative study is applied to explores efl students’ experiences online during the covid-19 pandemic in april 2021. the subject involved were efl students who took speaking in professional context subject at the time the policy of learning online was announced by universitas pendidikan mandalika in mataram, west nusa tenggara. the subject was taken purposively for the sake of easiness of access and because the subject they were taking is about online learning difficulties faced by efl students during the covid-19 pandemic. population and sample the subject of the study was 45 students who took the speaking in professional context subject in the second semester of the english department of universitas pendidikan mandalika. instruments the researcher conducted an online questionnaire and interview to collect valid information from the students dealing with their problems during having remote teaching and learning process. in this research, the researcher employed a semi-structured interview. the researcher had a list of questions for the subject but still be able to ask other questions which ariani problems of online learning ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 35 were not provided in the list. the main data were collected from students’ speaking assignments reflected on their learning during the covid-19 pandemic. an interview has the advantage of supplying large volumes of in-depth data rather quickly. interviews are used to obtain data from people about opinions, beliefs, and feelings about situations in their own words. interviews provide insight into participants’ perspectives, the meaning of events for the people involved, information about the site, and perhaps information on unanticipated issues. interviews allow immediate follow-up and clarification of participants’ responses. data analysis in analyzing the data, the data were analyzed by describing the data collected based on an online questionnaire and interview result. the researchers referred to miles and huberman (1994). as activities in qualitative data analysis were carried out interactively and continuously to completion which was described in four steps. the four steps are data collection, data reduction, data display, and verification or conclusion. research findings and discussion research findings online learning is a learning system that uses an interactive model internet-based. online learning is a program of organizing online learning classes to reach massive groups and wide targets. online learning has become an inevitable choice for educational institutions. lecturers can still teach, and students can still study in their own homes, during this covid-19 pandemic. however, online learning is highly dependent on the availability of information and communication technology. whatsapp was utilized in supporting online class learning. cetinkaya (2017) said whatsapp is effective in increasing success in learning, developing students' positive opinions toward the use of whatsapp in courses. it is a free application and needs less internet quota. zoom meetings was also utilized as a video conference to give a more clear understanding of the materials given during online class and to enable the students to double-check and follow up the lecturer's instruction. table 1 the students problems while having online learning during covid-19 pandemic situations no problems percentage (%) strongly agree agree disagree strongly disagree 1 youtube video as the sorce of learning materials 16.1 60.7 19.6 3.6 2 the difficulties in elaborating the materials 39.3 37.4 14.9 8.4 3 students’ procedure in doing the project or assignment given by the lecturer 41.1 48.2 10.7 0 4 students’ limitation in accessing zoom meeting 17.9 57.1 21.4 3.6 5 students’ learning equipment and supporting facilities 19.6 66.1 14.3 0 avarage 26.8 54.08 16.18 3.12 ariani problems of online learning ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 36 discussion focussing on the students' problems during online learning, the data above only showed the revealed problems. the other aspect of the finding was described in the following discussion. the first problem was related to youtube videos as the source of learning materials. the findings showed that 16.1 % and 60.7% strongly agreed and agree, meaning that 76.8% of the students had no problem when the lecture applied youtube video of the source of learning materials as it provides clear instruction and interesting information for the students. however, 19.6% and 3.6 % of them, a total of 23.2% implied that the duration of the video materials sometimes too long. the interview indicated the students get bored accessing it. content of speaking material delivered online did not understand by all students. the second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. the findings revealed 39.3 % and 37.4% strongly agreed and agree, meaning that 76.7 % of the students had problems in elaboration materials chosen by the lecturer as it was too hard to understand by the students. the interview revealed that they needed to call the lecturer to confirm and did crosschecking about the materials directly. however, 14.9% and 8.4 % of them, a total of 23.3 % had no problem elaborating the materials given by the lecturer during an online class. meaning that they had the good capability in understanding the materials. the third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. it was found that 10.7% of the students disagree with to conduct procedure given by the lecturer in doing their project or assignment. the interview showed when students had face-to-face learning in the classroom, they were interested in had peer or group discussions. it turns out when in the pandemic situation, most of them only reflect one way of english spoken performance by the student all alone. then after the students practice and record it, the students submit it. the students had limited access to have direct interactive communication. they are less concerned about the importance of efl speaking subjects and assignment submission. as a result, assignments that should have been submitted within one week period were often stretched to two weeks. consequently, the lecturer late to record and give the score for the students' works. the fourth problem was dealing with students’ limitations in accessing zoom meetings. the findings revealed there was a total of 75% of the students had difficulties logging in and joined the class meeting via zoom meeting. the interview revealed mostly this happened due to bad internet connection and whether matter. when it is raining heavily with thunder in their place, the students choose to not to the joint online class and lost their opportunity to participate in the online discussions, and unable to give respond to the materials given. the students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during covid-19 pandemic situations. a total of 85.7 % of the respondents had a problem in providing learning equipment and supporting facilities such as computers, androids, and the availability of an internet network. the interview showed that not all the students’ parents were able to provide wifi or internet access for their children. this caused the students less motivated in learning to speak online. various subjects in english department required the students to provide internet quota maximally. the students need to spend their internet quota not only to access this speaking for professional contexts online class, but also other subjects such as listening in professional contexts class, expository writing class, inferential reading class, and communicative english grammer class. the students have difficulties in dividing the internet quota. consequently, they run out of internet quota and disable to practice their english speaking skill optimally on online learning. ariani problems of online learning ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 37 conclusion from the description, it is understandable that online learning is an alternative solution for the learning process, including for efl students, in the covid-19 pandemic condition. although it raises several problems, for lecturers and students, all parties must be ready to implement it. therefore, this research is carried out online learning difficulties faced by efl students during the covid-19 pandemic and solutions to solve them. the researchers hope that the result of this study can be used as information and reference for lecturers, students, institutions, parents, and the government, to make policies in carrying out online learning. line with nadim makarim’s statement (kemendikbud, 2020) that the principle of education policy during the covid-19 pandemic is to prioritize the health and safety of students, educators, education personnel, families, and society in general, and to consider the growth and development of students and psychosocial conditions in an effort fulfillment of education services. references ahmad, s. z. (2016). the flipped classroom model to develop egyptian efl students' listening comprehension. english language teaching, 9(9), 166-178. ali, w. (2020). online and remote learning in higher education institutes: a necessity in light of covid19 pandemics. higher education, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16. allen, i. e., & seaman, j. (2007). online nation: five years of growth in online learning. newburyport, ma.: eric. allo, m. d. g. (2020). is the online learning good in the midst of covid-19 pandemic? the case of efl learners. jurnal sinestesia, 10(1), 1-10. amry, a. b. (2016). the impact of whatsapp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. european scientific journal, 10(22), 116-136. anderson, d., imdieke, s., & standerford, n. s. (2011). feedback please: studying self in the online classroom. international journal of instruction, 4, 3–15. anna. (2020, july 17). is online learning as good as face to face learning? the truth revealed. easy lms. https://www.easy-lms.com/knowledge-center/lmsknowledge-center/isonline-learning-as-good-asface-to-face-learning/item12527. cetinkaya, l. (2017). the impact of whatsapp use on success in education process. the international review of research in open and distributed learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3279. kemendikbud. (2020, october 15). mendikbud dan mendagri gelar rakor dengan kepala daerah bahas pembelajaran di masa pandemi. https://www.kemdikbud.go.id/main/blog/2020/09/mendikbud-dan-mendagri-gelarrakor-dengan-kepala-daerah-bahas-pembelajaran-di-masa-pandemi. mbukusa, n. r. (2018). perceptions of students on the use of whatsapp in teaching method of english as second language in the university of namibia. journal of curriculum and teaching, 7(2), 112-119. https://doi.org/10.5430/jct.v7n2p112. miles, m. b., & hubberman, a. (1994). qualitative data analysis: an expanded sourcebook (2nd. ed). london: sage. https://doi.org/10.5539/hes.v10n3p16 https://www.easy-lms.com/knowledge-center/lmsknowledge-center/is-online-learning-as-good-asface-to-face-learning/item12527 https://www.easy-lms.com/knowledge-center/lmsknowledge-center/is-online-learning-as-good-asface-to-face-learning/item12527 https://doi.org/10.19173/irrodl.v18i7.3279 https://www.kemdikbud.go.id/main/blog/2020/09/mendikbud-dan-mendagri-gelar-rakor-dengan-kepala-daerah-bahas-pembelajaran-di-masa-pandemi https://www.kemdikbud.go.id/main/blog/2020/09/mendikbud-dan-mendagri-gelar-rakor-dengan-kepala-daerah-bahas-pembelajaran-di-masa-pandemi https://doi.org/10.5430/jct.v7n2p112 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id june 2021, vol.8 no.1 online: 2548-5865 print: 2355-0309 pp.19-31 doi:10.33394/jo-elt.v8i1.3707 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 19 a study of learners’ writing anxiety in efl context #1 ari prasetyaningrum , *2 adib nazri, *3 maman asrobi #1 english lecturer, fbsh, hamzanwadi university, indonesia *2 english lecturer, fbsh, hamzanwadi university, indonesia *3 english lecturer, fbsh, hamzanwadi university, indonesia corresponding author email: ariprasetyaningrum@hamzanwadi.ac.id a b s t r a c t s a r t i c l e i n f o the present research purposes were to find the factors of students’ writing anxiety and to know what the type of writing anxiety in writing encountered by the participants who followed writing for academic communication course of english education study program at hamzanwadi university, nusa tenggara barat, indonesia. this study was categorized as descriptive quantitative method research. the researcher took 15 subjects who were chosen by using purposive sampling. the data collection methods were two closed-ended questionnaires, then second language writing anxiety inventor (slwai) designed by cheng and causes of writing anxiety inventory (cwai) proposed by reraei and jafari were applied to obtain the data. observation and interviews were conducted to strengthen the result. the finding of research proved that the highest writing anxiety was avoidance behavior, which turned out the most predominant type among other types of writing anxiety which could be known from the highest mean score. then there are four main causes that trigger writing anxiety. they were high frequency of writing assignments (25,3 %), low self-confidence in writing (16,87%), and time pressure. (10,79%), and problems with topic choice (10,79 %). article history: received: april, 2021 revised: may, 2021 published: june, 2021 keywords: anxiety, foreign language anxiety, writing anxiety, how to cite: prasetyaningrum, a., nazri, a., & asrobi, m. (2021). a study of learners’ writing anxiety in efl context. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(1), 19-31. doi:https://doi.org/10.33394/jo-elt.v8i1.3707 introduction communication can not be created through speech only, but it can also be obtained through written media (neuendorf & kumar, 2015). someone may convey what she/he thinks then shares through printed media according to (cheng, 2017), writing is a skill in a language that is applied in secondary interaction. as cited in (phuket & othman, 2015), writing is the most complicated skill to understand by the second language students. the obstacles are not only in finding ideas and organizing them into the coherent paragraph but also in delivering thoughts in a text. there are several aspects needed in composing good written writing. there are several aspects needed in composing good written writing. san rizqiya et al. (2017) said five aspects of writing, namely grammar, form, vocabulary, mechanic, and style. these aspects cause anxiety in writing even writing anxiety becomes situational. lack of understanding of the previously mentioned aspects may probably cause uneasiness in writing even writing anxiety becomes situational. as jawas (2019) finds that writing anxiety is situational. anxiety has attracted the attention of the teachers and the linguist since the last decade. in levitt mailto:ariprasetyaningrum@hamzanwadi.ac.id prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 20 (1980) anxiety refers to a feeling of being so afraid of something which will occur or has already occurred, then we keep thinking about it along the time or it can be a strong desire to accomplish a task, but we were very anxious that we will fail. lt is related to feelings of uncomfortable, depression, lack of self-confidence, failure, or fright (eslami et al., 2016). based on various researches in real context of language instruction, anxiety is similar to the ability of foreign language. according to huang (2018), general anxiety is one of affective aspects that may affect attention and finally brings to deterioration in language achievement. in conclusion, anxiety is absolutely having negative effect for those who experiences it. anxiety may influence either positively and negatively on one’s performance (thomas et al., 2017). lt brings a significant effect on the writing skill of efl students and most of it is supposed to be one of the basic barriers in the language process, yet sometimes a bit of anxiety is a must for concentration and accuracy of the learners during the writing process. some non-experts in english as a foreign language teaching assume that anxiety has to be absent in each process, on the other hand, based on other theory like (mcpherson et al., 2016), a little stress on something or on-going duty can be helpful sometimes. thus, being so gentle towards the learners could lead to an enervating result to the learners, since they may be untroubled and have no worry and congregation. writing means a demanding task that takes a long time to learn well. in addition, he said that certain learners who succeed in other lessons on writing were unsatisfied to several teachers who were too gentle to teach them write down precisely or take some procedures for them to trigger their close attention.discussion on anxiety in foreign language learning should be interconnected to international communication context. anxiety occurs in foreign and second language learning is unlike other types of anxieties since anxiety of language is a certain complicated structure of faith, notion, self-image, and manner that always exist in process of language learning that appears due to multiple processes during instructional activity (kráľová, 2016). furthermore, the anxiety of foreign language refers to a concept of stress and nerves especially related to language proficiency, including listening, writing, speaking, and reading. though foreign language and second language anxiety are mostly shown by foreign or second language students and assumed as a typical matter, foreign language anxiety and second language anxiety are well understood as a main barrier of the learners to pursue second or foreign language for anxiety keeps contributing negative effect toward language proficiency (subekti, 2018). the purposes of this study were to find the types of learners’ writing anxiety and to know the causes of writing anxiety faced by the second-semester learners of the english study program in hamzanwadi university who followed writing for academic communication. furthermore, foreign language anxiety is associated with three types of anxieties that link to pedagogical and social appraisal context. they are communication anxiety, fear of negative evaluation, and test anxiety (alsowat, 2016). communication anxiety means a type of insecurity known as apprehensive or worry to start communication with other people. sometimes students will be timid and nervous when they have to involve in real communication, although they have quite developed in concept and notion as well. actually, the students who often feel anxious will get more obstacles to create smooth communication using a different language that is not the first tongue due to the fact that they will think that their efforts at verbal process are being observed. that is why communication anxiety plays a significant influence to disorganize the steps of studying the second language or foreign language as students tend to suffer from depression at the time they express ideas in the second or foreign language. prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 21 fear of negative evaluation refers to uneasiness toward someone’s else opinion, prevention of an uncomfortable environment, and suspicion that the auditor will convey negative judgment to him. the anxiety of negative opinion does not only happen when taking an examination time but also occurs in every public, critical moments like an interview for a job application or convey a speech in second or foreign language courses. test anxiety is defined as a kind of performance worry that emerges due to failure fright. fear of unsuccessful happens due to the fact that the learners have an opinion that the best performance is proved if they could accomplish an examination as perfectly as possible. test anxiety has a significant role in learners’ learning results, some feel like the anxiety of failure or troublesome experience are examples of examination apprehensive which sometimes affected students’ performance. anxiety in writing could occur because of internal and external factors. the internal factor comes from the personality of the learners, meanwhile, the external factor comes from the process when the students learn writing. alike the anxiety in foreign language learning, anxiety found in certain skills like writing anxiety is also classified into several types. writing anxiety types are grouped into three namely, cognitive anxiety which relates to uncomfortable experience of cognitive aspect, including negative suspicion, distraction on self-performance, and bothers to someone else’s viewpoint. the process of how learners create their paragraphs might be relatively affected by the revision offered by their classmates as well as the lecturers. then, somatic anxiety is defined as someone’s interpretation of mental reaction to the apprehension situation, like restlessness as well as rigidity. occasionally, learners suffer from severe tension if they face limited time yet they do not find any ideas to organize their paragraph, and the last is avoidance behavior which is defined as a condition when learners ignore to write. this is a behavioral aspect of the apprehension cases. this is the most threatening of writing anxiety as the learners loathe to write. consequently, they cannot show satisfying performance during writing lessons and will not produce high achievement on their test as well. worry in writing appears because of particular conditions, previous studies revealed that there are nine causes of writing anxiety. those reasons are first, the anxiety of writing. a large number of learners are afraid of someone else evaluation of their product of writing, and anxiety of tests is very troublesome due to the fact that writing examination is considered as a productive activity that is affected by time limitation. the learners will be very anxious when their essay writing is not as impressive as the teacher’s expectation then their teacher will say negative comments. the second is time pressure. writing in english for students takes much more time than writing in their native language. rezai and jafari (2014) found that time pressure is a prominent cause of writing because the learners have to plan, write, organize and revise to ensure that their paper in english can be acceptable and those activities take extra time. often, the learners feel distressed when they should produce an essay writing under time pressure since they are unable to focus on their written product. the third is low self-confidence in writing. self-confidence is very significant in improving the students’ interest in the tasks given. when the students who have good second language writing skill assumes that they are unable to write a text-based on the organized, they cannot avoid anxiety in writing. fourth is insufficient writing technique. learners with writing anxiety have low skill development and poor knowledge of the organizing steps that means the worried learners are not capable to write. the fifth cause is linguistic difficulties. the language barrier is often encountered by english as a foreign language learner to organize a composition which finally makes them reluctant to write a text because of the problems to express thoughts into various and right phrases and clauses which must be arranged prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 22 based on grammar principles. in addition, the vocabulary stock of the students is still insufficient. therefore, they find problems producing their composition in a foreign language. sixth is a problem with topic choice. learners’ anxiety is sometimes caused by a low level of topical knowledge. for example, if the learners are given a task by the lecturer to write an essay on the issue of language teaching, yet they only have limited insight, they will be confused and doubtful to put down their own thoughts. they are demanded to think of an idea that is unfamiliar and far from their daily life. therefore, it can be concluded that low knowledge affects writing anxiety among students. seventh is insufficient writing practice. a reason why learners feel uneasy when writing english essays is due to insufficient practice in english written expression. the learners who are reluctant to do writing tasks during the writing course will put the most focus on the writing forms, instead of the essay content. eight is pressure for perfect work. anxiety may happen if the learners get demand to obtain the best test result. they feel that the most acceptable essay is that which resulted in a high score and high standard. the learners wish to reach high expectation in writing which cause them to experience writing anxiety and the ninth cause is a high frequency of writing assignments. the ninth basic cause of writing anxiety is a high frequency of assignments. according to wern & rahmat (2021), the high frequency of assignments is one of the causes of anxiety in writing however, the percentages of the respondents from the study who chose it as a cause of writing anxiety are a few and it becomes the least chosen item by the respondents. on the other hand, this study showed a different result than the high frequency of writing assignments is the main cause of writing anxiety. there are a lot of researchers who found the factors influenced writing ability. herdi (20 15, p.20) in his research which was conducted in english education department in fklp at lancang kuning university pekanbaru revealed certain component affected the learners’ text. here, he mentioned components influenced writing skill significantly. those were media, the atmosphere in class, classroom administration, teacher’s methods and techniques. some factors that contribute to the learners’ writing products are media applied by the lecturer to facilitate instructional activity in order to attract the learners’ interest and spirit during attending a lecturing process. in addition, the media could ease the lecturer to deliver the goal of learning and to facilitate the lecturers to organize the lesson during when they teach. then, the classroom atmosphere plays a significant role in the learners’ writing ability. in this study, the lecturer implemented all steps of writing techniques like prewriting, whilst-writing, and post-writing. every step of writing strategies may affect the students’ writing ability as these efforts trigger the learners to be an enthusiast and innovative in writing class. various activities may affect the learners’ writing ability in order that they could do a lot of effort in writing well. next is classroom administration of writing courses which affects the learners’ writing ability. if the classroom administration was running well, the instructor can facilitate as well as guide the learners during the instructional process. another important factor is a method which the teachers apply to teach their learners that may trigger the learner’s ability in writing. the teachers may assist the learners to understand the lesson effectively. the last matter which may affect the improvement of learners’ writing proficiency was the lecturers’ technique during the instructional process. the lecturers could assist, facilitate, and stimulate the learners during the knowledge transfer process. nowadays, educators of language and linguist experts have evaluated the effect of apprehension toward foreign language proficiency (aydin, 2018). late studies revealed that foreign language apprehension is a common kind of anxiety in which the dominant aspect relates to oral skill, yet the newest studies found anxiety entwine to various prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 23 languages like listening, writing reading, and speaking. in the research conducted by (bellinger et al., 2015) about test anxiety it was shown that situation-trait which the discrepancy of the subject's inability was a threat. 1n a study by (steinhart & jiang, 2019), ego threat” nature causes a common feeling of anxiety by switching worries to positive self-image and the result of achievement or failure, as well as, unfavorable judgment by someone else. rycroft (2018) spotted three basic aspects of anxiety: affective: the one's opinion about his/her mental health (e.g. moving, perspiring, having a headache, stomachache, stress, etc.); cognitive: discredit self-feelings and thoughts of the students say for example “if 1 do not pass this examination l do not know what to do anymore” and worry on certain memory in the past that may cause as an inhibiting influence on the pupils’ achievement (e.g. several presentation mistakes in reading to comprehend the passage and its tasks); and behavioral: lack ability to grasp a language, avoiding and put off of homework. this study has relevance to a research conducted by wahyuni & umam (2017) under the title an analysis on writing anxiety of indonesian efl college learners in stain kediri, indonesia. the purpose of this research was to find out english learners’ writing anxiety at an islamic state college in east java, 1ndonesia. the research result showed that 54 % of the learners were categorized into writing anxiety of high level, 44% was categorized into the middle level of writing anxiety, and 2% was grouped into writing anxiety of low level. the most prominent category of writing anxiety was cognitive writing anxiety, which in fact was the highest mean among two other kinds of writing anxiety. furthermore, there are four important aspects that influence writing anxiety. they are linguistic barriers, the anxiety of lecturers’ unfavorable evaluation, inadequate writing exercise, and time constraints. having analyzed the research conducted by the previous researchers, this study also deals with anxiety in writing, and the authors were inspired to find out the factors that caused writing anxiety as well as the types of writing anxiety faced by the learner who took writing for general communication in english education study program at hamzanwadi university. by the end of the study, the writing anxiety factors were graded to know which one is the most dominant to the least significant. research method the research design applied in this study was the descriptive quantitative method. the descriptive quantitative method refers to a research approach where the researcher gathers and examines quantitative data and qualitative data in one research. mohajan (2018) states descriptive quantitative research is an investigation that provides a picture of a phenomenon as it naturally occurs, as opposed to studying the impacts of the phenomenon or intervention. at times, the descriptive quantitative method deals with what, how, and what happened in the past. hence, the authors applied a descriptive quantitative method to know how is writing anxiety in efl students. this study intended to reveal the common types and the main causes of writing anxiety. fifteen students of the english education study program in the second semester who attended a writing for academic communication course were chosen to participate in this study. research design the design applied in this research is descriptive quantitative design by using purposive sampling to choose the participants. mohajan (2018) states descriptive research is defined as a research method that describes the characteristics of the population or phenomenon studied. a study is said as describtive quantitative if it measure certain variables such as the main discussion of this study which aim to analyze the types of writing prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 24 anxiety as well as causes of writing anxiety faced by the participants. furthermore, this study is classified as a descriptive study because its purpose is to describe the types of writing anxiety and causes of writing anxiety through the use of simple descriptive calculation such as mean, percentage and data analysis. data finding of the research is conducted by class observation, interview’, and give questionnaire then make the interpretation from the result comparison. subject participants of the study are some people who take part in research that were selected based on the research question, theoretical perspectives, and evidence. in this research, the present researcher took 15-second semester students of the english education study program at hamzanwadi university who took writing for academic communication as the participants of the research. the present researcher used purposeful sampling in choosing the participants. instruments the present researcher used two types of close-ended questionnaires which consisted of 22 items, second language writing anxiety inventory (slwai) designed by cheng (2004) and the causes of writing anxiety inventory (cwai) initiated by rezaei and jafari (2014a). slwai invented by cheng (2004) was one of the most valid instruments to measure writing anxiety, exactly for the second and foreign language, close-ended interview, and classroom observation (to collect data based on what the present researcher discovers at t h e classroom). data analysis for data collection steps, two types of questionnaires were used, they were second language writing anxiety inventory (slwai) by cheng (2004) and the causes of writing anxiety inventory (cwai) by rezaei and jafuri (2014a). the questionnaire comprised 22 information as well as adopted a likert-type 5-option response type: 1 (strongly disagree), 2 (disagree), 3 (neither agree nor disagree), 4 (agree), and 5 ( strongly agree). division of questionnaire points were divided into three subcategories as follows: cognitive anxiety (1 ,3,7,9,14,1 7,20,21 ), somatic anxiety (2,6,8,1 1,13,15,19), and avoidance behavior (4,5,10,1 2,16,1b,22). the research finding found that slwai contains accurate internal consistency reliability, respectable test-retest reliability, sufficient convergent and satisfying measurement-related validity (cheng, 2004, p. 331). the use of the cause of writing anxiety inventory (cwai) was to find out several aspects which influence writing anxiety. lt was designed on the factors writing anxiety causes such as fear of teacher’s negative comment, fear of writing test, insufficient writing practice, insufficient writing technique, the problem with topic choice, linguistic difficulties, pressure for perfect work, high frequency of writing assignment, time pressure, and low self-confidence in writing (rezai and jafari, 2014). apart from the questionnaire, the present study also conducted an interview test on the participants in order to confirm their previous answers. the present researcher employed close-ended interview’. the present researcher compared the result of the questionnaire with the interview’ section to decide the factors and type of the students’ anxiety in writing. the present researchers also did classroom observation in which how the teaching and learning process activity runs during writing course was observed, and analyzed the students’ problems and progress in writing skill. the present researcher wrote some notes. then combine the result with the questionnaire and interview section. prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 25 first, to classify the item/answer based on its category: cognitive anxiety, semantic anxiety, and avoidance behavior. item numbers 1, 3, 7, 9, 14, 20, 21 were for cognitive anxiety: item numbers of 2, 6, 8, 11, 13, 15, 19 were for somatic anxiety, and items number 4, 5, 10, 12, 16, 18, 22 were for avoidance behavior. there was seven number (1, 4, 7, 18, 19, 21, 22) in slwal that were worded negatively and needed contrary scoring before being summarized to gain the whole scores for three categories. the author counted the mean of learners’ answers on every category of anxiety in writing. from the highest to the lowest mean types of writing anxiety encountered by the participants were monitored. second, a questionnaire called analyzing causes of writing anxiety inventory (cwai) was applied to classify the primary causes which lead to anxiety in writing. the first step to examine the learners’ answers is by multiplying every calculation outcome of any single point of the questionnaire. cwai questionnaire had 10 points of a question mark on a five-point likert response scale starting from the point i (strongly disagree), 2 (disagree), 3 (neither agree nor disagree), 4 (agree), and finally 5 (strongly agree). having multiplied the outcome with likert point, the whole mark was summarized to get the percentage. the highest percentage was determined as the main type of anxiety in writing. third, after finding the data analysis, the author drew some conclusions. having analyzed and compared the questionnaires, observation, and interview results, the present author sorted the type and the causes of writing uneasiness experienced by the learners. research findings and discussion research findings in this study, the authors use two types of close-ended questionnaires namely, second language writing anxiety inventory (slwai) by cheng (2014), and causes of writing anxiety inventory (cwai) by rezael and jafari (2014). second language writing anxiety inventory (slwai) is used to know the types of writing anxiety, and cause of writing anxiety inventory is applied to know the most prominent causes of writing anxiety. the research findings are described as follows: types of writing anxiety in order to understand the most frequent kind of writing apprehension, the author calculates the mean of each classification of writing anxiety which follows second language writing anxiety inventory (slwai) questionnaire. having analyzed slwai questionnaires, the author sorts the participants’ class of writing anxiety into three types; those were cognitive anxiety, somatic anxiety, and avoidance behavior. the mean of every category is shown in table 1. table 1 the mean of each category of writing anxiety writing anxiety types number of student total score mean cognitive 15 770 51.3 somatic 15 551 36.7 avoidance behaviour 15 815 54.3 prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 26 table 1 shows that the mean score of cognitive anxiety is 51.3, somatic anxiety is 36.7, and avoidance behavior 54.3. avoidance behavior is the highest mean, cognitive anxiety comes the second, and somatic behavior has the lowest mean. avoidance behavior is the most dominant mean among two other types of writing anxiety which means that avoidance behavior becomes the highest cause of writing anxiety. causes of writing anxiety to obtain a clear understanding of the root causes of writing anxiety, the questionnaire of the causes of writing anxiety inventory is used. the author writes a recapitulation table of cwai and shows the data into percentages. the result of cwai is displayed in table 2. table 2 the percentage of each item of cwai no factors of writing anxiety total percent 1 fear of lecturer’s negative comments 54 6.07 2 fear of writing tests 48 5.39 3 insufficient writing practice 42 4.72 4 insufficient writing technique 72 8.09 5 problems with topic choice 96 10.79 6 linguistic difficulties 80 8.99 7 pressure for perfect work 26 2.92 8 high frequency of writing assignments 225 25.3 9 time pressure 96 10.79 10 low self-confidence in writing 150 16.87 total 889 from table 2, the main decisive element of why writing anxiety is encountered by the students is a high frequency of writing tasks (25.3%). lt is the highest percentage among nine causes of writing anxiety. high frequency of writing tasks refers to the number of writing tasks that they get while at the same time they also had to accomplish different genres of texts with various topics followed by low self-confidence in writing (16.87 %). the next causes are problems with topic choice (10.79 %) and time pressure (10.79 %). the most dominant factors are chosen based on the highest percentages among the ten causes of writing anxiety. the calculation of ten main factors of writing anxiety stand on the percentage is a high frequency of writing tasks, low self-confidence in writing, time pressure, problems with topic choice, linguistic difficulties, insufficient writing technique, fear of lecturer’s negative comments, fear of writing examination, insufficient writing practice, pressure for perfect work discussion this study analyzes a core question of the writing anxiety experienced by the efl students exactly the second-semester students of hamzanwadi university who followed writing for academic communication. jebreil et al. (2015) state that writing anxiety analysis relates to a kind of apprehension in performance that arise from fault the uneasiness of failure arises when the students have ideas that their tolerable performance created when they follow writing course as perfect as possible if they fail to accomplish the tasks well; it means that the result of the test will completely unsuccessful. writing anxiety plays a significant impact on students’ achievement in learning, certain suspicions like fright of prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 27 failure or troublesome experience are kinds of anxiety that commonly affect the learners’ mental (wern & rahmat, 2021). the result of the data findings presents that there are categories of writing anxiety and the particular causes of writing anxiety. this proves that the participants, especially those who study english in an indonesian teaching and learning field often face cognitive, somatic, and avoidance behavior anxiety which is caused by fear of teacher’s negative comments, fear of writing test, insufficient writing practice, insufficient writing technique, problems with topic choice, linguistic difficulties, pressure for perfect work, high frequency of writing assignment, time pressure and low self-confidence in writing. this implies that the learners who have problems in writing anxiety have to understand the anxiety causes and try to solve their own anxiety disorder during a writing course. the result of the present study shows that writing anxiety causes failure in organizing a text (bayat, 2014). bayat (2014) states that writing problematic conditions will hamper the students from achieving writing proficiency in language learning. similarly, (özmen & altun, 2014) emphasize that writing anxiety is one of the fundamental obstacles which prevent language learners to gain high achievement in language learning. the research purposes are to reveal learners’ writing anxiety the prominent types and the principal causes which trigger anxiety in writing skill among the second-semester students in english education study program of hamzanwadi university which followed english for academic communication which are the second sequence of writing course followed by the students after writing for general communication and before writing for a professional course. having analyzed the kinds of anxiety in writing, avoidance behavior was the main kind of writing anxiety encountered by the learners (jebreil et al., 2015). the mean score of avoidance behavior was 54.3. the next kind of writing anxiety is cognitive anxiety with a mean score 51.3, and the least type of writing anxiety is somatic anxiety with a mean score 36.7. in line with the relevant researches about writing anxiety types, the authors find similarities aims and conducted for efl learners in the study belong to rezai and jafari (2014). they conduct a study to investigate the levels, types, and causes of writing anxiety among iranian efl students. by applying the mixed method, they find that cognitive anxiety is the most dominant type of writing anxiety, on the other hand, this research reveals a new finding that avoidance behavior has the highest percentage among writing anxiety type with 54.3% among 15 students. the students experienced avoidance behavior when they are uninterested in learning writing and following the procedures to make each paragraph. it is due to the fact that the learners cannot produce proper paragraph which can be developed into an essay (sabti et al., 2019). avoidance anxiety is a type of anxiety in which the students keep away from writing. this is anxiety experience deals with the behavior aspect (xiao & wong, 2014) for instance, the students do not attend the writing class or reluctant to accomplish writing exercises. it is the riskiest type of writing anxiety because the students will loathe writing. they will be reluctant to attend a lesson in a writing class. the students cannot get maximum results on their course. it was risky writing anxiety type because if this condition happen the students would underestimate writing task and test as well. behavioral symptoms of anxiety include hand squeezing, or finger tipping. cognitive anxiety comes to the second type of writing anxiety faced by the learners (51.3%) from 15 learners. (wern & rahmat, 2021) reveals that cognitive anxiety is known to be the mental aspect of anxiety experience, whereby writers are preoccupied with negative thoughts about the performance and being considerate about other's impressions of their written work for the statement 'worry about getting poor english composition grade', followed by to reverse scoring statement of 'don't worry that english compositions being worse than others with mean score and next with the statement 'worried and uneasy if comp. prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 28 a study conducted by wern and rahmat (2021) which investigates the types and causes of esl writing anxiety in chinese independent middle school found that cognitive anxiety becomes the most dominant anxiety type. the least common type of anxiety is somatic anxiety which takes 36.7% out of the other types of writing anxiety. somatic anxiety is said to be the physical symptoms manifested from the writing experience, which elevates the state of anxiety feelings, and tension (wern & rahmat, 2021). the characteristics of somatic anxiety are ' heart goes pounding under time constraint english composition writing', ' mind goes blank when writing english essay writing' and ' whole-body is stiff and tight when writing english essays. the finding of somatic anxiety as the least study about type of writing anxiety conducted by zhang (2011) in which she analyzed esl (english as second language) writing anxiety among chinese english major. zhangs’ finding shows that the most frequent type of writing anxiety experienced by her participants is cognitive anxiety with a mean score 25.08. the next frequent type of anxiety is avoidance behavior with a mean score 21.77 whereas the least frequent anxiety is somatic anxiety with a mean score 19.64. furthermore, the most prominent causes of writing anxiety are the high frequency of writing assignments (25.3%), low self-confidence in writing (16.87%), time pressure (10.79%), and (and problems with topic choice (10.79 %). the first basic cause of writing anxiety is a high frequency of assignments. the high frequency of writing assignments may become the prime factor of writing anxiety (ningsih, 2015). the learners were worried to accomplish a lot of assignments that they have. they are challenged to do a lot of tasks at the same time and it probably makes their ideas stuck in writing english, then feel anxious (robichaud et al., 2019). according to rezaei & jafari (2014), high frequency of assignments is one of the sources of writing anxiety. it was strengthened by the highest percentages of the respondents from the study who choose it as the most common cause of writing anxiety and it becomes the most chosen cause by the participants. the second main factor of writing anxiety is low self-confidence (kirmizi & kirmizi, 2015). lt may occur due to certain reasons such as lack of linguistic difficulties, insufficient writing practice, and insufficient writing technique and lack of understanding of linguistics include grammar as well as vocabulary. in the writing process, we require the items mentioned previously to gain writing expertise to make the readers catch the meaning easily (dirgeyasa, 2017). therefore, the learners who have low self-confidence will get worried to write. even the students who have good english writing who assume that they are not competent to organize a paragraph will not be able to avoid writing anxiety. thirdly, time pressure might because of low confidence when doing the writing (hammad, 2016). they do not have enough experience in writing english. lt leads the students into anxiety (elaldi, 2016). writing in english for learners requires more time than writing in their first language. they will long hours to think, write a draft, ordering paragraphs, and edit in order to convince themselves that the result in english can be correct like writing in their first language. the learners are worry if they are demanded to write under time pressure because they are unable to focus on their writing, and pay attention to a time limitation only. the tasks for journal writing and reviewing could provide a lot of chances for the learner to be good at writing. time pressure becomes one of the root causes of writing anxiety is similar to the study done by rezaei and jafari (2014), who identified that time pressure is one of the main causes of writing in english for efl students, as more time is needed second or foreign language writing. the last is the problem with the topic choice which have the same percentage as time pressure. lt also might invite low confidence feeling. the writing technique is a crucial element in gaining a good writing outcome. they might feel doubt in the writing prasetyaningrum a study of learners’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2021. vol.8 no.1 | page 29 process. this is because of the complications faced in applying organization of the text, purposes, and the grammar rule according to various clauses and problematic to find the suitable word choices for the topic and to express their ideas (bennui, 2016). this finding is strengthened by the research result of (syarifuddin, 2020) who accomplished a study entitled survey on efl students’ writing anxiety level, types, and causes. he found that linguistics difficulties (82%), lack of topical knowledge (68%), and insufficient writing technique (60%) are the dominant sources of students’ writing anxiety. as stated in the introduction that the purposes of this research are to find the types of writing anxiety and to know the causes of writing anxiety experienced by the second semester of the english department in hamzanwadi university who took writing for an academic communication course, the data findings reveal that writing anxiety types found in the study are avoidance behavior, cognitive and somatic. the causes of writing anxiety experienced by the participants are high frequency of writing assignments, low selfconfidence in writing, time pressure, problems with topic choice, linguistic difficulties, insufficient writing technique, fear of teacher's negative comments, fear of writing tests, insufficient writing practice and pressure for perfect work respectively from the highest to the lowest percentage. the potential limitation of this study is an insufficient number of participants in which there are 15 learners involved (less than the whole number of students in a classroom) and another limitation is this research only analyzed students who attended writing for academic communication as the second sequence in writing course after writing for general purposes and writing and before writing for a professional context. in fact, each type of writing course has its own characteristics and purposes. this implies that writing lecturers have an important role in teaching writing for their learners. having observed the research finding of types and causes of writing anxiety, lecturers should be able to reduce the anxiety of students by using proper strategies efficiently. wern & rahmat (2021) found strategies in writing such as affective strategies, positive error revision, and vocabulary understanding improvement. basically, writing anxiety comes from the students and environment, yet the lecturers also have an important role in it. they should evaluate their method in teaching and understanding their student need to achieve good progress in writing. in a conclusion, there were two roots that cause students to experience anxiety in writing. the first is from the students such as low self-confidence, insufficient writing technique, language difficulties, lack of topical knowledge, and lack of experience or insufficient writing practice. these problems could be solved by the students. other friends or environments may assist the anxious students. the second is from the environment, such as fear of negative evaluation, time pressure, pressure for perfect work, and high frequency of writing assignments. conclusion having described the data in the findings and the discussion section, the author drew some conclusions. avoidance behavior (54.3%) was the dominant kind of anxiety in writing. then the next type of writing anxiety was cognitive anxiety (51.3%), and the last type of writing anxiety went to somatic anxiety (36.7%). avoidance behavior refers to the students’ behavior to avoid using english as an option to write. they try hard to avoid writing english, they tend to use other languages than english. the main factors that cause writing anxiety are the high frequency of writing assignments, low self-confidence in writing, as well as time pressure, and the problem with topical choice. references alsowat, h. 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(2017). an analysis on writing anxiety of indonesian efl college learners. jeels: journal of english education and linguistics studies, 4(1), 105-128. https://doi.org/10.30762/jeels.v4i1.333. wern, t. c., & rahmat, n. h. (2021). an investigative study on the types and causes of esl writing anxiety: a case study of learners from a chinese independent middle school. european journal of english language teaching, 6(3). xiao, y., & wong, k. f. (2014). exploring heritage language anxiety: a study of chinese heritage language learners. the modern language journal, 98(2), 589–611. zhang, h. (2011). a study on esl writing anxiety among chinese english majors causes, effects and coping strategies for esl writing anxiety [unpublished master thesis]. kristianstad university. http://repository.unej.ac.id/handle/123456789/72598 https://doi.org/10.30762/jeels.v4i1.333 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.163-171 doi:10.33394/jo-elt.v8i2.4423 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 163 reciprocal questioning procedures in reading comprehension: does it increase students’ motivation? #1 bq zuhrotun nafisah, *2 dedi sumarsono #1 english lecturer, fbmb, universitas pendidikan mandalika, indonesia *2 english lecturer, fbmb, universitas pendidikan mandalika, indonesia corresponding author email: baiqzuhrotunnafisah@undikma.ac.id a b s t r a c t s a r t i c l e i n f o reading is essential and serves as a basic building block in english language learning process. as a result, a teacher must have an effective teaching technique in teaching reading comprehension. this study aims to find out the influence of reciprocal questioning towards students’ motivation in reading comprehension of the third-grade students at smp negeri 3 praya. the research was conducted through experimental research, the pre-test and post-test were used as the design. the instrument was used a set of questionnaires (likert scale) for motivation test. the data analysis that used was descriptive analysis and inferential analysis for measuring the motivation test in form of questionnaires. then, according to the result of the test, it showed that t-test 4.865 was higher than the t-table 2.423 at the level of significance 0.50. it means that, there was a positive effect of reciprocal questioning procedure towards students’ motivation in reading comprehension. article history: received: november, 2021 revised: december, 2021 published: december, 2021 sep 2018 keywords: reciprocal questioning procedure, motivation, reading comprehension how to cite: nafisah, b., & sumarsono, d. (2021). reciprocal questioning procedures in reading comprehension: does it increase students’ motivation?. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 163-171. doi:https://doi.org/10.33394/jo-elt.v8i2.4423 introduction one of the essential skills in english is reading. reading regards as a receptive skill in comprehending words in written form. nunan (1991) stated that reading is an activity in which the aspects outside the text interacted with the elements of the text where the prior knowledge that the readers have about the texts’ substance is particularly important. it means that, the students have to be able to comprehend and acquire the message that was conveyed by the writer instead of only focusing on reading the text. the ability of students in reading provides students with several benefits. the first one is, students will be able to learn new things certainly about what the text is about. the second is, after participating in reading activities, they will be able to acquire new vocabulary. and the last, the structure of english language will be able to be learned by them. therefore, reading is the ability that takes up the most time in high school english classes. by obtaining those benefits, the students can not only improve their reading comprehension, but also their english skill. reading comprehension was emphasized by the majority of indonesian schools’ curriculum. various kind of english texts was expected to acquire by the students of junior high school. it means that, in the process of teaching and learning, a variety of material will mailto:baiqzuhrotunnafisah@undikma.ac.id nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 164 be encountered by the students. most teachers used exactly the same teaching method in reading comprehension, the teachers targeted the students on some objectives such are what the main idea of the text is what they should be able to find out, as well as finding difficult terms, determining words’ meaning and sentences’ meaning. however, the students’ ability to comprehend the reading text is still average although they spend their time conducting the reading activities in the class. it indicates that they are having severe difficulties in conducting the reading activity in the classroom. that is why, they need to enhance their capacity to absorb information from various kinds of texts. based on the researcher’s observation at the third grade on smpn 3 praya on the implementation of the teaching and learning process of reading comprehension class, the teacher only used one technique in teaching reading comprehension and having the students read the texts or story on the book, without giving explanation more clearly about the text and instructing the students to respond to the questions based on the text that they read, this suggests the teacher was unable to push them to acquire new concepts and was unably generating them to be more active, productive and creative in the classroom because the teaching technique was tedious. from the elaborated-problem in the previous paragraph, it is clear that the issues stem is from an ineffective learning technique and environment. as a result, the teachers must develop better learning techniques that lead the students to be engaged in english class while also encouraging them to improve their reading comprehension. therefore, the researcher proposed a learning strategy to inscrease the motivation of students in reading. it can be seen that the teaching strategy offered by the teacher affected the students in the classroom, and the researcher expect that the strategy that will be proposed helped the students to get a better achievement and lifting up their motivation in their learning. one of the strategies is “reciprocal questioning procedure”. according to manzo (1969) in crawford et al (2005: 69) ”reciprocal questioning procedure is a useful activity partners can use when they are reading through a text that is difficult for them”. it means that, reciprocal questioning procedures can be a beneficial activity for the students when they find it difficult in comprehending the text in reading comprehension class. so, the students changed the information and ask each other about the problems of the text that the students believed was difficult. this strategy helped the students comprehending the meaning of the text. hamilton, in ersianawati (2018:20) explains that reciprocal questioning strategy is engaged the students actively in reading the text through questions. according to hales (2009) in ersianawati (2018:20), reciprocal questioning technique helps the students learn to create effective questions. the students learn to develop their own questions about the text so the students can comprehend the text independently. since questioning is known can make the readers find their own way to comprehend the text. in short, the reciprocal questioning technique involves both the teacher and the students in the creation and response of questions, allowing students to actively participate in the text through questions. this technique also can help the students create effective questions about the text that they are reading. as stated by foster and rotoloni in fahas (2021:38) define reciprocal questioning provides students with a model and sharpens their cognitive process on how to convey what they have learned. in addition, brown (2000) said that reciprocal teaching is based on vygotsky’s theory of zpd (zone of proximal development) which focuses on class interaction in increasing students’ knowledge and skills. dornyei (2001) stated that the students who have a desire to learn are more likely to succeed. motivation is the term used to describe this. motivation takes an important role in efl students' performance in the classroom. as stated by chowdhury, et al. (2021) that there is a connection between students’ achievement nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 165 and their motivation. the individual internals’ process initiates, leads and maintains their behavior in trying to reach the learning objectives. (kurt & kecik, 2017) said that one of the most essential aspects influencing students' english performance is motivation. baron and donn, in bakar (2014) stated that motivation improves the quality of student's performance by encouraging them to be more diligent, interested, and disciplined. those characteristics that were stated could be seen in the process of teaching and learning, some students that have a care on what they learn, have the ambition to do more, engaged in learning, constantly aim for the best achievement, and obey the rules is possible to say that the students have motivation. muslim, et al. (2020) in their research categorized the learning motivation into various types generally. when the students enjoy the process of teaching and learning, they demonstrate instrumental motivation. the two main categories of motivation are intrinsic and extrinsic. the intrinsic motivation is referred to as a desire for something that comes from the individual behaviour (oletić & ilić, 2014). on the other hand, extrinsic motivation is a desire to something because the individual is expecting to earn rewards, so the factor comes outside the individual itself such as a good mark, honor, gift, etc. intrinsic motivation can be either integrative or instrumental (gardner, 2010). both types of intrinsic motivation have a positive influence on learning english as a foreign language (ng & ng, 2015). pecjak and kosir; (2008), mubarok and sofiana (2017) stated that motivation in reading comprehension encourages students to associate their reading behavior with each other to reach the goals. it implies that the students who are highly motivated would read more efficiently. research method research design the researcher employed a quantitative approach. quantitative research was an approach for testing objective theories by examining the relationship among variables. this research used experimental research. the researcher used true – experimental research design, which means the population of this research is more than two classes, and the researcher used an experimental group and control group. the researcher used prequestionnaire and post-questionnaire designs. in this research, a pre-questionnaire was used before giving treatment and a post-questionnaire after it. population and sample the population of this research is the third-grade students of smpn 3 praya. the total number of students was 125 students, which consist of five classes. the researcher then used simple random sampling to choose which class as the experimental group and the control group. the researcher took two classes and each class consists of 25 students. it means that the total sample is 50 students. instruments the instruments were based on the indicators of motivation and the instrument was based on material thought or called content validity after that it was consulted to the experts as it was called face validity. the data was collected from all information directly gather from the samples. the researcher got the data from pre-questionnaires and post-questionnaires. the type of questionnaire is closed-ended questionnaire. the aim of the pre-questionnaire is to know students’ motivation in reading comprehension before giving a treatment. both of experimental and control groups have the same type of questionnaire that is in checklist items which consist of 20 questions. after that, the researcher gave a post-questionnaire. the postquestionnaire is aimed to know the effect after the researcher gives treatment to the experimental group. the researcher gave a post-questionnaire in checklist items which nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 166 consist of 20 questions. the purpose of using questionnaire here is to know students’ motivation in reading comprehension after giving a treatment. data analysis the data in this research was analyzed by applying descriptive statistics and inferential statistics. the descriptive statistics consisted of the basic feature of the data which are mean, mode and median. in inferential statistics, the data were analyzed by using a t-test. the sample t-test was used for comparing the score of the two groups. the researcher compared the result of the t-test to the t-table to find out whether the reciprocal questioning procedure has positive effect towards students’ motivation in reading comprehension. however, before analyzing the data using a t-test, the researcher analyzed the validity and reliability of the data which were collected through the instrument using cronbrach’s method. research findings and discussion research findings base on the data analysis, the experimental group’s highest score of pre-test was 79, and the lowest score was 20 and the mean of pre-test was 46.56, the mode score was 27.7 the median score was 25.5 and the standard deviation was 1.704. the following data frequency of distribution was generated using data analysis techniques. table 1 descriptive analysis pre-test of experimental group n valid 25 missing 0 mean 46.56 median 25.5 mode 27.7 std. deviation 1.704 range 18 minimum 20 maximum 79 figure 1. histogram and polygon of pre-test in experimental group the data analysis showed that the highest score of post-test in the experimental group was 89, the lowest score was 73 and the mean of post-test was 81.36, the mode score was 82 0 1 2 3 4 5 6 7 8 71-74 75-78 79-82 83-86 87-90 f r e q u e n c y score limits series1 nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 167 the median score was 82.6 and the standard deviation was 2.940. the following data frequency of distribution was created based on steps of data analysis. table 2. descriptive analysis post-test of experimental group n valid 25 missing 0 mean 81.36 median 82.6 mode 82 std. deviation 2.940 range 16 minimum 73 maximum 89 figure 2. histogram and polygon of post-test in experimental group from the histogram and polygon above, it can be seen that the frequency of students who got score between 73-76 was 4 students. the frequency of students who got score between 77-80 was 6 students. then the frequency of students who got score between 81-84 was 10 students. the frequency of students who got score between 85-88 was 4 students and the last that the frequency of students who got 89-92 was only 1 student. at the end, the hypothesis was tested by using the t-test formula. it shows that t-test was 4.865 and the t-table was 2.423 at the significance level of 0.05 with the degree of freedom 48. based on the data, it is obtained that the criteria value of the t-test is higher than the t-table (4.865 > 2.423), which can be concluded that the reciprocal questioning procedure increased students’ motivation in reading comprehension. discussion reciprocal questioning procedure has positive effect towards students’ motivation in reading comprehension. as a result of the analysis data in findings that the mean of the experimental group’s score is higher than the mean of the control group. crawford (2005: 69) advocated that reciprocal questioning procedure is a technique which more effortless, straightforward and effective for the teacher to teach reading than the other techniques. it 0 2 4 6 8 10 12 73-76 77-80 81-84 85-88 89-92 f r e q u e n c y score limits series1 nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 168 means that reciprocal questioning procedure as a teaching technique in the experimental group is better than the teaching method in control group. reciprocal questioning procedure is one of strategy in cooperative learning. the students have partner to solve the problem in a small group, that is why the students are more active in the classroom. according to li and lam (2013: 01) cooperative learning emphasizes the students as the centered in the learning activity and focuses on the teacher’s instruction that will be delivered to them where they have to be worked together as a group to solve the task and accomplish the learning objectives. on other hands, cooperative learning demands students' ability to improve the way they think, their emotions, and they socialize with each other way, and as a result, it is a good strategy to deal with the issue of individual differences. in the terms of the students’ understanding of how to implement the reciprocal questioning procedure, it has never been taught to them before. the meetings were held twice by the researcher. in the first treatment, the researcher taught “narrative text: the donkey of guizhou”. as the first step, the students were instructed to look for four or five of their classmates and make a small group. they were then given a text and instructed to read it and attempt to comprehend it. after that, they had done a group discussion to formulate a list of five questions regarding the text they have read. furthermore, the students were permitted to consult if they had difficulty in formulating the five questions that were instructed before. after completing their task, each group designated a representative from their group members who were responsible for delivering the questions posed by their group in front of the class. they completed the task by answering the questions correctly, while the other members of the group had difficulty understanding the reciprocal questioning procedure, structuring sentences, formulating questions, and comprehending vocabulary. even though several groups had difficulty understanding the reciprocal questioning method in the first treatment, they loved and became interested in the process. in the second treatment, the researcher taught “narrative text: the rats and the elephant”. in this stage, the steps are similar into the previous one or in the first treatment. the majority of the groups were excited about working together. they assisted each other in groups who were having difficulty understanding the reciprocal questioning procedure, structuring sentences, formulating questions, and comprehending vocabulary. furthermore, the majority of students became active and got involved in the learning process, and the activity proceeded smoothly because they were previously familiar with the task. at last, most groups completed the task accurately and systematically, despite some grammatical faults in the arrangement and construction of sentences, and they made significant progress in comprehending the text. the purpose of implementing the reciprocal questioning technique in teaching reading comprehension is not to determine the best student, but to provide a different way for students to understand the material thoroughly. this study aimed to figure out the students’ motivation in reading comprehension through reciprocal questioning procedure. the data was collected by using twenty item questionnaires. the majority of the students thought this reciprocal questioning procedure was fascinating to be employed in the classroom, and they thought the four stages in reciprocal questioning procedure which are predicting, clarifying, summarizing, and questioning was helpful in helping students to comprehend the material of the text. this technique helps students to have motivation in comprehending the text. sahab (2014: 87), in his research, reciprocal questions procedure, according to numerous students, the motivation was increased when participating in the discussion. their anxiety was reduced in the situation of group discussion because they had to deal with only a few classmates in a group. freihat (2012) also stated that in the group discussion, the anxious students were more inclined to speak up. as in line with ikhwan, e. j. q., & andriyanti, e (2021) the students’ nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 169 motivation is accompanied by effort, activity, persistence, and material attention. motivation is an essential factor supporting the students’ persistence in achieving learning goals. students’ engagement and self-investment in learning activities are depends on motivation. macintyre et al. (2001) stated that, motivation is an attribute that describes the qualities that drive a person towards the accomplishment of a particular task both mentally and emotionally. this shown in the process of teaching and learning where the majority of them become more diligent, they were curious and they were not easy to satisfy to what they have reached in the teaching and learning process, they were also active in doing the instruction from the teacher and they were always trying to get the result they expected for. the students are more attracted to the teaching and learning process by using reciprocal questioning procedure. that is why reciprocal questioning procedure can motivate the students to study. according to vero and puka (2017: 58) motivation is probably the most important factor that teacher can implement to improve learning. besides that kagan (2009) stated, the increase of students' motivation depends on how the task was made to be more engaging and compatible, and this method was preferred to push students to accomplish pointless or uninteresting tasks with extrinsic rewards. from the previous explanation, it implies that the students were motivated in implementing the reciprocal questioning procedures in the learning process. because the students have a partner in asking and answering the questions that is why the students are more interactive in the process of teaching and learning. in this case, reciprocal questioning procedure has positive effect towards students’ motivation in reading comprehension. alternative hypothesis (ha) which reads” there is positive effect of reciprocal questioning procedure towards students’ motivation in reading comprehension at the third-grade student of smpn 3 praya in academic years 2017/2018” is clearly accepted, and null hypothesis (ho) is rejected. this statement was supported by the research article of syaiful & ahmad (2016: 70) stated that “reciprocal technique gives the effect to students motivation”. the reciprocal questioning technique had a higher chance of engaging students and allowing them to learn in their chosen way. a proportional increase in each student's chances of being actively involved in language use, as well as a broader diversity of language that can be employed by the students. besides, susanti (2013) in her research said that reciprocal-questioning (request) procedure is a better technique to teach than to teach using traditional strategy. in this case, the experimental group received treatment utilizing the reciprocal-questioning (request) procedure, while the control group received treatment using the traditional strategy. the reciprocal-questioning procedure is used to teach reading comprehension, which is classified as a good level. the value of the t-table has been consulted in the computations of correlation between two mean deviation scores of the groups. however, before consulting it, the researcher must first decide the significance level and degree of freedom employed in this study. the result of the study is supported by the previous result by hariyanto, et al (2019) that motivation has high correlation to what students achieved in the learning process. conclusion based on the findings and discussion, it can be concluded that the reciprocal questioning (request) procedure can be applied by the english teachers as one of the effective techniques to teach reading comprehension because this technique is intended to provide a different way for the students and to increase students’ motivation in comprehending the text. the four stages of reciprocal questioning procedure were helpful as they made the students’ progress on their behaviour and performance. as a result, the students are more attracted to the teaching and learning process since the reciprocal questioning procedure motivated the students to study. furthermore, the achievement of nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 170 students' reading comprehension was improved, which can be seen from the fact that the mean post-test score was higher than the pre-test score. moreover, the reciprocal questioning technique was able to actively engage students with the material, so that the reading activity will be considered as an interesting, engaging, and attracting activity by the students. references bakar, r. 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(2001). the convergence of multiple models of motivation for second language learning: gardner, pintrich, kuhl, and mccroskey. in z. dornyei & r. schmidt (eds.), motivation and second language acquisition (technical report 23) (pp. 461–492). honolulu: university of hawai, second language teaching and curriculum center. https://doi.org/10.17509/ijal.v11i1.34618 http://dx.doi.org/10.1017/cbo9780511667343 http://dx.doi.org/10.23887/ijll.v2i1.16090 https://doi.org/10.21512/lc.v13i3.5571 https://doi.org/10.21512/lc.v15i1.6839 https://doi.org/10.5281/zenodo.254605 nafisah reciprocal questioning procedures in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 171 mubarok, h., & sofiana, n. 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(2014). the use of reciprocal teaching procedure in teaching narrative texts to improve students’ reading comprehension. journal of english and education, 2(2), 81-90. susanti, e. (2013). the effect of using request procedure towards reading comprehension of the second year students at ma diniyah puteri. skripsi. thesis, universitas islam negeri sultan syarif kasim riau. syaiful & zulpahmi, a. 2016. the effect of reciprocal teaching strategy toward students’ motivation and their reading ability at senior high school in rambah hilir district rokan hulu regency. journal of english education, 3(2), 62-72. vero, e., & puka, e. (2017). the importance of motivation in an educational environment. formazione & insegnamento, xv(1), 57–66. doi:107346/fei-xv-01-17_05. http://dx.doi.org/10.21512/lc.v11i2.1824 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.181-188 doi:10.33394/jo-elt.v8i2.3876 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 181 digital reading engagement of junior high school students during the online learning #1 risna amalia izati, *2 lies amin lestari, *3 slamet setiawan #1 postgraduate program student, english language and literature education study program, postgraduate, universitas negeri surabaya, indonesia *2 lecturer, english language and literature education study program, postgraduate, universitas negeri surabaya, indonesia *3 lecturer, english language and literature education study program, postgraduate, universitas negeri surabaya, indonesia corresponding author email: risnaizati@mhs.unesa.ac.id a b s t r a c t s a r t i c l e i n f o the pandemic of covid-19 has forced the teachers and students to hold the teaching and learning remotely. all the process of learning was conducted online via various mobile applications. students widely use smartphones as a medium to receive learning materials, join online classes, and study. however, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. it is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. this study aims to find out about the students' engagement in reading digital texts during online learning. the study collects the data from self-report questionnaires, interviews, and observation. the result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning. article history: received: june, 2021 revised: december, 2021 published: december, 2021p 2018 keywords: digital reading, reading engagement, digital texts, online learning how to cite: izati, r., lestari, l., & setiawan, s. (2021). digital reading engagement of junior high school students during the online learning. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 181-188. doi:https://doi.org/10.33394/joelt.v8i2.3876 introduction teaching and learning have been changed on its trend as technology and information developed. traditional teaching and learning mainly focus on classical and face-to-face meetings. however, nowadays, teaching and learning can be done remotely with the advanced development of technology. technology has gone beyond the function of teaching aids but the media to help the teaching and learning process remotely, such as flipped learning, hybrid learning, and even online learning (mcshane, 2004; redmond, 2011). the trend of online learning has been started since it has become more accessible. however, since the covid-19 pandemic, online learning has been the foremost preference of almost all schools and institutions. teachers should do the teaching from their place as well as the students. they need to study on their own at home. all materials like reading sources and assignments are mostly provided in digital files that students need to download or copy every day. this concept seems easy since it looks like the teachers only need to change the medium, but the teaching and learning remain the same. mailto:risnaizati@mhs.unesa.ac.id izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 182 however, some studies mentioned that the situation has an impact on students in many ways, such as unsustainable internet access, the ownership of electronic devices, or even the inability to cope with the teaching and learning process, which suddenly turned online from traditional teaching and learning (agung & surtikanti, 2020). the situations would, directly and indirectly, influence the students learning performance. they have to cope with the situations on their own. even though they can always contact their teacher or friends, it is not as efficient as in non-online situations. besides, sharpe, rhona & benfield (2005) also discovered in their study that online learning also influences the students more emotionally, such as their concern about time spending and time management. especially for the students in lower education level, such as junior high school. they are not yet independent learners who are responsible for their doing. they still need guidance and reminder from the teachers. meanwhile, not all parents are always available by their side during school hours at home. learning online cannot be separated from the reading activity online, which previously every text at schools was given on paper; the sudden changes influence the students. even though the young generation nowadays has gotten used to and advanced in operating their smartphones to access a bunch of information online, it definitely cannot be generalized that they are also digital learners. digital learning uses advanced technology devices and is a tool to acquire learning activities and materials in the teaching and learning process (hockly, 2012). this statement has concerned how learners can engage with the online setting teaching and learning process, especially their reading activities digitally. in addition, if the reading text is in a foreign language (heppt et al., 2015). it is more cognitively challenging and usually requires language in which contextual cues for meaning are reduced (chamot & o’malley, 1996). many learners read the text in their native language and in a foreign language, such as english, as many sources of knowledge are also written in different languages. learners not only deal with the knowledge they want to get but also have to be concerned with language ability. it means that the reading activity is more purposeful and situated (jetton & alexander, 2000). on the other hand, there are also some issues related to digital reading. delgado & salmerón (2021) found that reading on screen is not as effective as paper-based reading since it is more inattentive, especially when readers have to be faced with the task in a limited amount of time, so they tend to fail the whole text, which influences their information process. fortunati & vincent (2014) also stated that digital reading is not as exclusive as paper-based reading because digital interaction is mutual and does not involve a stronger emotional and sensorial experience. this makes reading on a digital platform not as comprehensible compared to paper-based reading (halamish & elbaz, 2020; liu & ko, 2019; şimşek & işıkoğlu erdoğan, 2020). even though some studies also found that more comprehension and engagement in digital reading appears when students are well skilled and have a better experience (burin et al., 2020; delgado & salmerón, 2021; minguela et al., 2015). learners who have been trained to read onscreen frequently navigate their online reading better. more skilled readers are more flexible in approaching texts, which influences their deep reading comprehension. however, the unexpected current situation of online learning has shown that the preparation for students is less or possibly none. based on the previous study, digital reading has been explored a lot, especially how to improve their reading competence at a younger level of education (halamish & elbaz, 2020; liu & ko, 2019; turner et al., 2020; zhang, 2013). however, not yet much discus about the students' reading engagement on digital texts, which previously mentioned that there are issues related to it. therefore, this study aims to explore more on the students' reading engagement on digital reading texts during online learning. izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 183 research method research design this study is qualitative research because it looks for deep comprehension and detailed descriptions about subjects as well as using multiple data collection techniques (ary et al., 2010). the research will be conducted to find out the digital reading engagement by efl learners in reading digital academic text during online learning. qualitative research was used in this research to emphasize the complex constituents of reading engagement. the research aims to explore efl students’ reading engagement. population and sample the participants of this study were a class of 32 students of islamic junior high school in indonesia. they are first-grade students, and all of them are females. they have been doing online learning because of the pandemic since they started becoming junior high school students. they were observed during having reading classroom online and were asked to do self-report questionnaires. the interview was conducted only on four students who agreed to be interviewed. instruments to collect the data for this study, the researcher observes classroom interaction through video meetings and group chats. during the online learning via video meeting, the students will be asked to read texts given by the teacher in the group chat. they read and understood the text during the online classes conducted in four meetings for two weeks. then, an unstructured self-report questionnaire was given to the students after the learning process had over. the self-report questionnaire was given to the students to determine their engagement toward the reading (chapman, 2003). to get deeper information about the students' engagement as well as the students' perception during digital reading texts, some students who wanted to give their statements were interviewed. there were only four students who agreed to be interviewed which most of them have better english abilities than their classmates. the interview was conducted in indonesian. data analysis the data, which has been collected verbally and non-verbally from the students through the result of the observation, self-report questionnaire, and the interview, was organized, coded and reduced, and interpreted with the related theories. research findings and discussion research findings based on the data collected, the finding of the students reading engagement which are their behavioral and affective engagement were gathered from the result of the questionnaire and observation. several questions were pointed out in the questionnaire related to behavioral engagement and affective engagement. the behavioral engagement questions were related to their response during the online class via video meeting when the teacher asked them to read a text in the link given. the questions related to the learners' emotional reactions and their attention to the reading, such as their preferred activities, their desire about the knowledge given, their feeling and excitement about the process of reading on the screen to learn. izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 184 table 1 the result of students’ self-report questionnaire engagement aspects students’ self-report result behavioral engagement learner conduct during reading in the online class false expectation (reading online is not similar to reading on papers) technical problems less advance devices students interest in the tasks rarely asking questions related to the reading tasks. less interactive participation during ask the teacher to solve the problem related to the task instead of themselves. affective engagement learners feelings during the online reading activity in the online class less interested due to the technical problems anxious when the teacher asked questions confused while reading onscreen learners value during the reading activity in the online class feeling less important because the teacher mostly focused on the active students feeling unsuccessful related to the task completion. based on the result of the students' self-report questionnaire, it was discovered that on the behavior engagement, students fulfilled the aspect of conduct during the lesson and their interest toward the task even though from the statement in the report, they did not show lots of positive results. in the aspect of learners' conduct during the reading activity in the online class, they experienced false expectations that they thought reading was the same whether online or on paper. in fact, it is more problematic as the next aspect they also experienced was the technical problems, such as internet connection and digital distractions. in addition, less advanced use of devices also influenced their reading engagement. not all students have more than one devices to support their learning. most of them used their smartphones to join the online class as well as read the materials. they did not get used to using multiple sites for their learning since their previous learning was mostly conducted asynchronously through what’s app group chat. therefore, it is not convenient for them to read and join the class on one narrow device. only two students used laptops for the online class, which provides them better reading and learning experience. students' interest in the text also shows that they were less enthusiastic toward the reading lesson during the online class. whether they have understood or they were actually had no idea what is going on is unclear. they participated less during the lesson and mostly listened to the teacher of the outstanding students. they tended to rely on the teacher's explanation and wait for her to give them further understanding. it shows that they depended on the teacher to solve their problem instead of finding out by themselves or collaborating with their friends. they mentioned that they could not work together with their friends. in the classroom, they would likely discuss with their friends about the reading as simple as asking the meaning of the words, but when they are reading on the screen there is little chance to have an interactive experience. the next result of the questionnaire on their affective engagement also showed negative results. there were two aspects noted from the self-report questionnaire; those are learners' feelings and values during the reading lesson online. learners' felt less interested since they experienced technical problems, they also felt anxious when the teacher asked them questions since they did not understand the text well. they mentioned that they do not get what they read. it is confusing to read on a narrow screen, and they just go up and down the screen. when the teacher asked them questions, they skimmed the text to get the answer rather than understand the texts, making them read shallowly. izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 185 the result of the self-report questionnaire in table 1 also shows that the students mostly appear to accept the onscreen reading process negatively. the observation result also supports the same way especially focusing on the behavioral engagement and affective is not observable superficially. based on the result of the observation, the students were expected to show their behavioral engagement through their activeness in the discussion, such as asking questions, giving comments, or responding teacher's questions. however, this study found that the students did not show their activeness during the reading, especially at the first meeting. they looked confused and kept scrolling up and down their screens on the screen. some students also did not read enough because they needed to wait for the page to load. in further data collection, which is the interview, it was found that the students just read the text thoroughly. they did not aim to understand the whole text but to answer the teacher's questions and to complete the assignments. when they faced problems such as does not understand the contexts, they did not bother to ask for friends, clarify to the teacher or browse online by themselves. when they met new vocabularies too, they skipped it and ignored it, especially if they felt it was unimportant. however, one student also copied the text to google translate because she wanted to know what she read. in addition, students also could not value their reading and their learning because, during the reading activity, the teacher mostly focused on the active students, which were the outstanding students. the other students were noted to be present without fully making sure that they were engaged with the reading lesson. when they failed to finish or solve the tasks given by the teacher, they felt unsuccessful. they felt that they could not make better changes in their learning because they did not get enough during the lesson. in sum, the result of the observation, questionnaire, and interview is that the students lacked belonging while reading on screen, could not make conceptual the thinking process, had less sharing experience in their reading, and did not perform preference to customize their personalization. they also fail to tackle the problem or apply certain strategies to improve their engagement with the texts they read. discussion the learners' behavioral engagement cannot be portrayed in their involvement, responses, and reaction toward the reading activity in the online classroom. most of the students did not show their activeness during reading in the online classroom by asking questions, giving comments, or feedback to their friends. chapman (2003) mentioned that asking relevant questions during the teaching and learning process shows students' behavioral engagement in their learning which failed to prove in this study. even though positive actions also appeared, only on some students who have better english competence than their other classmates. the use of technology in reading issues disengagement in the teaching and learning process, but it can increase engagement as it is used effectively (heflin et al., 2017). the students also face distraction during the implementation, which is mostly related to technology use, which affects their excitement in learning. it is supported by heflin et al., (2017) that the mobile device is associated with the students' positive response to learning even though it does not always support their critical thinking on their writing significantly, which is relevant to the current study. one gadget is used by the students to join the video meeting, group chat, and read the materials is multimedia, which made the students be able to multitask. as a result, they cannot fully focus on their reading compared to books that do not have such features. regarding effective engagement, the students show less enthusiasm during the reading on screen and when the teacher asks them about their reading. chapman (2003) mentioned that affective engagement could be seen through learners' positive attitudes and intense interest in the learning process. they mentioned in the interview that they are mainly not izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 186 confident in their english ability and do not know much english vocabulary. therefore, they used online translation or just simply ignored the difficult words until being explained. moreover, they only attach to the words near the pictures. they also tend to avoid reading long paragraphs. it means that while providing students reading on screen, interesting activities should be involved to make them engage with their reading and understand the reading content better, which is the responsibility of the teacher. in her study, cho & castañeda (2019) also mentioned that fun activities using their mobile phone, which is less serious and more game-like activity, can enhance learners' effective engagement. another way is suggested by hamsia et al. (2020) that cognitive, contextual, and motivational factors during online learning can also be developed through practicing self-regulated learning, which promotes their independence learning on their own. even though negative affective appeared at the beginning of the implementation, such as self-doubting about their ability, less enthusiasm, and the lack of advance of their devices as the teacher and the classmates does not discourage them about the problem, the students have stopped worrying about it and getting used with the technical problems as the time goes by. baumeister et al. (2001)also mentioned that it is not a quick process to change the negative affective because it has been created in their mind from the very beginning, but it does not mean that it could not be changed in the process. the finding confirmed that the use of digital texts to teach reading during distance learning could influence learners' enthusiasm, excitement, and engagement in their reading as well as their learning (hutchison, 2019; litterio, 2018; mina, 2019). the finding indicates that students perceived a negative impact on their learning such as being less motivated, less passionate, less curious, and less active to do the tasks. therefore, the teachers need direction on how to read digital texts, such as by applying certain digital reading strategies. even though the habituation made the obstacles at ease, guidance and practices from the teacher about how to read texts digitally should be given. they need to be introduced to the features of digital texts that paper-based texts do not have, such as hyperlinks, search/find buttons, and instant word translation. even though teachers and students are separated during online learning, teachers' value and assistance are needed as important as normal classroom situations, especially when they are not yet ready for sudden learning changes (situmorang et al., 2020). by the consistent process and assistance from the teachers in applying reading texts on screen, it is believed that the negative impact and reduce gradually. conclusion the unexpected changes in teaching and learning online can influence learners' engagement in reading digitally. reading engagement can be improved by guiding learners to apply specific digital reading strategies to help them with their reading understanding and encouraging students' reading involvement during the reading class. it has been proven in the current study that it promotes students' behavioral and affective engagement. even though negative response appears dominantly in this study towards students' digital reading engagement, this study also has shown that innovative media and involvement used during online reading class can help learners build engagement in their reading as well as build better collaboration with their classmates. students should be supported more during distance learning as they face more than just external distractions, influencing their digital reading motivation and excitement. those will affect their learning engagement in the classroom, which can lead to difficulties in achieving learning success. izati digital reading engagement of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 187 references agung, a. s. n., & surtikanti, m. w. 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(2013), supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading. journal of computer assisted learning, 29, 138-152. https://doi.org/10.1111/j.1365-2729.2012.00478.x https://doi.org/10.1016/j.compcom.2017.12.006 https://doi.org/10.1007/s11145-018-9892-z https://doi.org/10.1080/1356251032000155795 https://doi.org/10.1016/j.compcom.2019.01.002 https://doi.org/10.1007/s11145-015-9547-2 https://doi.org/10.1007/s11145-020-10091-9 https://doi.org/10.33394/jo-elt.v7i2.2973 https​:/doi.org/10.1002/rrq.271 https​:/doi.org/10.1002/rrq.271 https://doi.org/10.1111/j.1365-2729.2012.00478.x jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.29-37 doi:10.33394/jo-elt.v9i1.4861 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 29 teacher’s perspective in teaching reading comprehension using reciprocal strategy *1 leny dwi puspita, #2 ermawati zulikhatin nuroh *1 english language education, faculty of psychology and education science, universitas muhammadiyah sidoarjo, indonesia. #2 english lecturer, faculty of psychology and education science, universitas muhammadiyah sidoarjo, indonesia corresponding author email: ermawati@umsida.ac.id a b s t r a c t s a r t i c l e i n f o the indonesian government has determined that english is a compulsory subject in junior high schools, senior high schools, and universities. english in junior high school includes four mandatory skills: listening, reading, speaking, and writing. in the teaching process, teachers are expected to be perfect. the teacher must be "perfect"; it means they have to be active, creative, innovative, interesting, and achievers so that students can focus on the lessons in class. however, most students have difficulty learning english, especially reading or understanding texts. this research was conducted with the aim of describing the teacher's perspective in teaching reading comprehension using a reciprocal strategy. this research was conducted at smpn 1 jabon using qualitative methods, data obtained from interviews and observations. the subject in this study is an english teacher at smpn 1 jabon. the results of this study indicate that mastery of good learning strategies is an important component of education in supporting the professional duties of teachers as educators. teachers use reciprocal teaching as a strategy in their learning. reciprocal strategies can improve students' reading comprehension because students know the essence of what they read globally. in addition, the teacher can also assist students in understanding the meaning contained in the reading text material that has been explained during the reading class. article history: received: february, 2022 revised: june, 2022 published: june, 2022a ug keywords: teachers strategy, teaching reading comprehension, reciprocal teaching strategy how to cite: puspita, l., & nuroh, e. (2022). teacher’s perspective in teaching reading comprehension using reciprocal strategy. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 29-37. doi:https://doi.org/10.33394/jo-elt.v9i1.4861 introduction language is a system of vocal symbols used to communicate. in addition, language is also a tool to communicate with other people. language is like ideas, emotions and desires that can be generated by several symbols. according to verderber (1999) language is a body of words and a system for use in communication that is common to people in the same geographical area or the same culture and traditions. the similarity of the language used in communicating does not necessarily lead to the same meaning. in other words, we can understand their language. because communication is important, we must learn how to communicate properly and correctly. communication will be easy if the sender and receiver mailto:ermawati@umsida.ac.id nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 30 understand the information or meaning that has been conveyed. language as a human communication tool that has a dynamic nature, it means that language develops following human development in various aspects. cross-country communication is a factor in creating harmony between countries in this era of globalization. the development and spread of religion, science, and technology are highly dependent on the communication process. this communication process must also be able to connect people from different nationalities and languages. therefore, there is a need to be able to communicate and understand each other by establishing english as an international language. english is widely spoken all over the world. therefore, the indonesian government has decided that english is the foreign language of indonesia. in addition, indonesia’s junior high schools, senior high schools, and universities all take the first foreign language as a compulsory course. junior high school english courses include four compulsory skills: listening, reading, speaking, and writing. speaking and writing are related to productive skills, while reading and listening are related to receptive skills (harmer, 2001). when teaching a foreign language, teachers must be able to find materials that match their students' abilities. teaching is a series of activities carried out by teachers and students in the classroom, whose purpose is not only to impart knowledge but also to improve students' knowledge and performance. in the teaching process, teachers are expected to be perfect. teachers need to be "perfect"; that means they need to be active, creative, innovative, engaging, and performing so students can focus on the lessons in the classroom. teachers also need a lot of brain knowledge to support their activities well. lewis (2008: 138) points out that teachers focus on the learner, the learning process, and teaching, and these perceptions are central to teacher practice. this shows that the teacher's responsibility is not only to prepare the material but also to believe in how to build good relationships to encourage students to learn teaching is a highly complex and challenging ability and just as learners need the support of students, so do teachers who need support from parents, managers, governors, and others (cooper & mcintyre,, 1996). it showed that teaching is hard work that needs support from others. parents are needed able to control their children in doing homework. from the government what teachers expected are textbooks for each student and the appropriate curriculum for increasing students’ knowledge. however, most students have difficulty learning english, especially reading. here's what happens when students still can't identify the subject of the text, one of the indicators of reading ability in the middle school curriculum. in order to determine the content of the text, students must first identify the terms in the text. reading is one of the skills examined in the national high school entrance examination, indicating that reading skills must be mastered by students. because of the importance of reading to students, it is necessary to teach students how to read. they are so many theories of approaches and methods that can be adapted and implemented in classroom activities. when teaching a lesson, teachers should know about the methods and techniques. a technique is an implementation that actually takes place in a classroom. it is a particular trick, stratagem, or contrivance used to accomplish an immediate objective (richard & rodger, 2005). perspective defines as a particular attitude towards or ways of regarding something; a point of view (cross, 2014). the teacher's perspective on teaching reading comprehension to students is important to observe because the teacher's perspective can influence the strategies and the way they deliver the material. in other words, teachers use a variety of strategies depending on their perspective of what is interesting and appropriate for their students. each strategy can produce a different response from students. thus, the teacher's teaching strategy is important in teaching reading comprehension. so, students can understand the content of what they read, as well as be interested in the topics nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 31 presented through interesting strategies. every teacher has their own ways of teaching and uses many strategies in order to attract students’ motivation and interest, and serve the materials as easy as possible so that the students are able to master the lesson optimally. one way to maximize student mastery of this skill is to teach students reading strategies, as described by hoein & lundberg (2000), grabe and stoller (2002), and pressley (2002), when students learn to read, you need to learn how to use certain strategies to understand the text. one of the strategies used in the classroom setting is the reciprocal strategy. reciprocal teaching is a strategy that asks students and teachers to share the role of the teacher by allowing both to lead the discussion about a given reading. reciprocal teaching involves four strategies that guide the discussion: predicting, question generating, summarizing, and clarifying. reciprocal teaching is a great way to teach students how to determine important ideas from reading while discussing vocabulary, developing ideas and questions, and summarizing information. it can be used across several content areas; it works particularly well with a textbox and non-fiction text. reciprocal teaching (palinscar & brown 1984) is a guided reading comprehension strategy that encourages students to develop the skills that effective readers and learners do automatically (summarise, question, clarify, predict and respond to what they are reading). teachers and students then take turns (pressley & mccormick in westwood, 2001) and integrate four reading strategies in dialogue (palinscar & brown, 1984; rosenshine & meister, 1993; klingner, vaughn & boardman, 2007) to internalize the text.this strategy also highlights explicit instruction which is needed to achieve reading comprehension (may, 2010; see also palinscar and brown, 1984; rosenshine and meister, 1993). reciprocal teaching has been found as a successful teaching strategy in improving students’ reading comprehension not only english as first language (see palinscar and brown, 1984; ozckus, 2003). to sum up, according to the explanation above, regarding its importance and necessity for the students to learn reading in the junior high level, the writer employs a reciprocal teaching technique to help the student struggling with reading comprehension. the author concludes that reciprocal teaching practices can assist teachers in teaching reading comprehension successfully. research method research design research design purposes in planning to collect and cultivate data in order to reach the goal of research. this researcher employs a method called qualitative descriptive in collecting the data. all data were collected through interviews and questionnaires toward english teacher at smpn 1 jabon. the researcher uses a qualitative descriptive method because the research is focused on certain phenomena in the school environment. the case of this phenomenon focuses on teaching and learning activities in english. researchers have not to give treatment to the object of research. researchers only observe and describe phenomena without manipulating them. according to sugiyono (2008), the descriptive method is used to examine the status of human groups, an object, a state, mind, and events that will occur. the research method is an attempt to find, develop, and test the truth of knowledge scientifically. therefore, the method used in a study must be appropriate. based on the approach and the type of data used, this research is classified as qualitative research, so it will process descriptive data in the form of words. the data were analyzed in descriptive and not in the form of numbers as in quantitative research. population and sample the participant in this study was an english teacher at smpn 1 jabon, mr. f started teaching english at smpn 1 jabon in 2008, the total classes he teaches are 10 classes, 4 from nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 32 8th grade, and 6th from 9th grade. as a teacher, he also said that we must have the right strategy so that students are not easily bored when following the learning process in class. the selection of the right strategy can also make students happy and excited during the learning process. f chose to use the reciprocal strategy in grade 8 or grade 9 on reading comprehension material because in this strategy students were given the material first, then students were asked to explain what material they had learned to other students. in applying the reciprocal strategy, the teacher only serves as a facilitator and guide in learning, namely straightening or providing explanations and opinions regarding material that cannot be broken down independently by students. according to mr. f reciprocal strategy is a strategy that is suitable to be applied in learning reading comprehension for grade 8 or grade 9 students, because by using this strategy students will be active and creative during the learning process in class. instruments this research is research using the interview and observation method, the interview is a conversation with a specific purpose. the conversation was carried out by two parties, namely the interviewer who asked the question and the interviewer who gave the answer to the question, meleong l (2010). here the researcher as the interviewer who asked the questions, and mr. f is the interviewer who gave the answer to the question. in the interview instrument, the questions are already based on indicators that are in accordance with the research title. then the questions are collected or validated to the experts. likewise, with observation, observations are carried out in order to collect data related to the problem of the researcher through the process of direct observation in the field. the researcher only observes directly the state of the object, but the researcher is not active and the participant is directly involved. this data collection technique is done by observing a phenomenon that exists and occurs. the observations made are expected to obtain data that is appropriate or relevant to the research topic this study uses an instrument interview, the questions of the interview can be seen in table 1. table 1. the question of interview item number question 1. mengapa bapak/ibu lebih memilih menggunakan atau menerapkan strategi tersebut ? 2. bagaimana cara bapak/ibu guru menerapkan strategi tersebut? 3. apakah strategi reading yang bapak/ibu guru gunakan dapat meningkatkan pemahaman membaca siswa? kenapa? 4. bagaimana respon atau pendapat siswa ketika bapak/ibu guru menerapkan stategi tersebut? 5. bagaimana cara bapak/ibu guru mengetahui bahwa strategi yang bapak/ibu terapkan dapat dengan mudah dipahami oleh siswa? 6. efesienkah strategi yang bapak/ibu guru terapkan? 7. bagaimanakah pendapat bapak/ibu guru tentang kelemahan dan kelebihan pada saat menerapkan strategi tersebut ? data analysis in analyzing the data, the researcher used qualitative description to describe the teacher’s perspective in teaching reading comprehension by using a reciprocal strategy. in addition, the use of qualitative description is to give the general truth according to the data which were collected by the researcher. research findings and discussion nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 33 research findings based on interviews and observations that researchers have done. one of the english teachers at smpn 1 jabon uses a reciprocal strategy to teach reading comprehension to students. this is because the reciprocal strategy is a suitable strategy to make students more active, creative, and independent in learning. "biasanya saya menyiapkan materi terlebih dahulu terkait dengan reading, kemudian saya informasikan kepada siswa untuk membentuk kelempok yang terdiri dari 5 sampai 6 orang setiap kelompoknya. setelah itu saya meminta siswa untuk mendiskusikan bacaan tersebut bersama dengan teman kelompoknya. jika sudah, salah satu siswa dari masing-masing kelompok saya minta untuk menjelaskan hasil dari apa yang sudah mereka pelajari di depan kelas. selain itu, saya juga melalukan sesi tanya jawab dengan siswa, sesi tanya jawab ini saya lakukan apabila diantara mereka masih ada yang merasa kesulitan dalam memahami bacaan. kemudian, saya meminta siswa untuk mengerjakan soal latihan namun secara individu, soal yang saya berikan juga terkait dengan bacaan yang telah mereka pelajari, terakhir biasanya saya ingin mereka menyimpulkan isi dari materi yang sedang kita bahas." reciprocal strategies can improve students' reading comprehension, as said by mr. f : “insyaallah meskipun itu tidak 100%, selama anak tertarik, kemudian enjoy ketika membaca, otomatis mereka akan berusaha untuk memahami teks tersebut. jadi bisa terwujud apa yang kita inginkan” student responses when teachers use reciprocal strategies are very good, some of them are interested and become more enthusiastic when learning reading. in addition, the teacher can also see directly whether the reciprocal strategy can be more easily understood or not by students through the tasks the teacher has given. “dari hasil tugas mereka, terkadang kita penilaiannya bukan cuma sedekedar tulis. tapi juga bisa secara langsung pada saat proses pembelajaran” the strategy is also very efficient, not only that, when implementing it there are also advantages and disadvantages, as said by mr. f : “kelebihannya siswa mampu mengembangkan kreativitasnya, serta mampu bekerjasama dengan siswa yang lainnya, menumbuhkan bakat dan keberanian untuk lebih aktif berbicara didepan kelas, sedangkan kelemahannya, siswa yang berperan aktif biasanya cuman siswa itu-itu saja, sehingga kita sebagai guru juga harus bisa membantu siswa yang lainnya untuk lebih berani dalam berbicara di depan kelas pada saat menyampaikan hasil kelompoknya , terkadang juga ada siswa yang tidak berperan sering menertawakan siswa yang lainnya dan akhirnya merusak suasana” discussion based on the results above, it can be interpreted that strategy has an important role in learning. learning strategies require a very broad scientific scope. not only that, learning strategies also cover various kinds of teaching methods, various theories, various concepts, various learning models and various classroom management models. gerlach and ely (in syahputra, 2014) state that learning strategies are the chosen ways to deliver learning material in a particular learning environment, which includes the nature, scope and sequence of activities that can provide a learning experience to students. when implementing a learning strategy, an educator should not carry out arbitrarily or deviate from pedagogical and educative rules, it can be said that human resources, especially educators without having a strategy in learning, then the learning process will be nil. initially, the strategy was only used in the military circles to develop war strategies. over time the term strategy is also used in the world of education to develop strategies for learning. strategy formulation is useful for determining the direction of learning that will be targeted as desired. so that it can achieve the nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 34 desired expectations. a teacher is certainly a very noble job because the teacher has the task of educating the nation's next generation. this of course requires great responsibility. if you want to grow the forerunner of a quality generation, then as an educator you must plant the seeds of sincerity and patience in the learning process. teaching is a job that requires professionalism and is not an amateur job that can be done by just anyone. as a teacher, you must have a good personality so that your students can imitate it. as a teacher, you must also have a strong passion and commitment to service, be mature in thinking and acting, improve and develop your knowledge, and be sincere, and honest, which must be practiced and proven in the form of thoughts and actions in real everyday life. good mastery of learning strategies is an important component of education in supporting the professional duties of teachers as educators. mastery of teachers as educators on learning strategies greatly affects the success of the implementation of education. each teacher has their own way of teaching and uses many strategies to attract students' motivation and interest, presenting the material as easy as possible so that students are able to master the lesson optimally. there are so many theoretical approaches and methods that can be adapted and implemented in classroom activities. while teaching, the teacher should know about methods and techniques. techniques are implementations that actually happen in the classroom. it is a particular trick, ploy, or use of a tool to achieve an immediate goal (richard & rodger, 2005). reading strategies are also varied and interesting, one of which is the reciprocal teaching strategy which is used to improve students' reading comprehension. each strategy can produce a different response from students. thus, the teacher's teaching strategy is important in teaching reading comprehension. thus, students can understand the content of what they read and are interested in the topics presented through interesting strategies teachers use reciprocal teaching as a strategy in their learning because this learning strategy already includes certain understandings, namely summarizing readings, asking questions, predicting problem-solving or solving a question, and clarifying terms that are difficult to understand. in line with palinscar & brown (1984), reciprocal teaching aims to guide students while learning reading comprehension strategies that encourage students to develop skills performed by effective readers and learners automatically (summarizing, questioning, clarifying, predicting, and responding to what they are learning). read. ). in addition, reciprocal teaching is a learning strategy that requires students to learn independently, acquire knowledge in their own way, and not rely too much on teacher explanations. according to hasney in ahmadi et al, ismail and abdullah, (2013) explain that in the use of reciprocal teaching strategies students can increase their self-confidence. and also the advantage of using this strategy is that it can improve students' reading comprehension, the learning process does not get bored quickly, students can add new words, the time needed is also more efficient, and students give each other opinions or exchange ideas. when in a group. this finding is in accordance with previous research by palinscar and brown (1984) that during the discussion students were given the opportunity to have different points of view which helped and developed their understanding. in this section, the researcher also compares the previous findings that there are differences of opinion from the findings made by muhammad reza ahmadi (2012), he also analyzes the reciprocal strategy and its impact on students' reading comprehension. the results showed that reciprocal teaching had a significant positive effect on english reading comprehension and use of the four main metacognitive reading strategies of efl students. the second research was conducted by satriani (2022) who examined the impact of using reciprocal teaching strategies on reading comprehension by teachers. the results of this study indicate that the reciprocal teaching strategy is appropriate in teaching reading comprehension in the fourth semester of iai as'adiyah sengkang's english education. the nuroh teacher’s perspective in teaching ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 35 reciprocal teaching technique can be used as an alternative strategy in the teaching and learning process by english teachers and other scholars. from the two previous studies, it was found that the strategy that had been applied by the teacher was aimed at helping students understand a reading. the difference between this research and previous research is the background, subject and place of research. while the similarities between the results of this study and previous studies indicate that the reciprocal teaching strategy is the right strategy to be applied when learning reading comprehension. in accordance with the results of the study. this study shows that the reciprocal teaching strategy is an effective and efficient strategy, because it can help students understand reading and make students more active and creative. it is also mentioned by (de melendex, & beck, 2018) that teachers need to provide media, strategies, and interesting activities so that young students will learn things easily because they are happy during the learning process. conclusion as depicted in the research finding and discussion the reciprocal strategy implemented by teachers in smpn 1 jabon it can improve students' reading comprehension because students know the core of the reading they read globally. furthermore, teachers use a reciprocal strategy to assist students in locating the main ideas. in addition, teachers can also assist students in comprehending the meaning which contained in the reading text’s material that has been explained during reading class. as a result, students are expected to grasp the contents of the reading text more easily. acknowledgement i would like to express my thankfulness to my advisor for the patient direction and guidance. likewise, i would like to thank the headmaster of smpn 1 jabon for allowing the researcher to do the research. last, the researcher would like to thank one of the english teachers, mr. f, at smpn 1 jabon for giving his time in helping the researcher to do her research well. references adunyarittigun, d. 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(2005). the assesment of reading comprehension. top lang disorder. vol. 25, no. 1, 33-35. university of phoenix. wiersna, w. (1991). research methods in education :an introduction, boston: allyn and bacon. yuliansari, r. (2020). teachers strategies in teaching reading comprehension at sma iba palembang. english education study program. faculty of teacher training and education. universitas muhammadiyah palembang. http://www.indiana.edu/~1517/kwl https://doi.org/10.51574/ijrer.v1i2.334 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.217-223 doi:10.33394/jo-elt.v9i2.6641 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 217 vocational high school teachers’ pedagogical competence in teaching english #1 heri hidayatullah, *2 siti syafi’atul qomariyah #1 english lecturer, faculty of culture, management and business, mandalika university of education, indonesia *2 english lecturer, faculty of culture, management and business, mandalika university of education, indonesia corresponding author email: herihidayatullah@undikma.ac.id a b s t r a c t s a r t i c l e i n f o pedagogical competency is one of several competencies that teachers have to have merely for being a professional teacher. referring to the process of recruitment held by governments and the reality of the teaching and learning process in the context of formal school, this current study tried to find out how the teachers’ pedagogical competence, especially in vocational high school. a descriptive qualitative research design was applied in order to deeply dig and analyzed the data needed. the subjects of the research were two teachers along with their own students. interview and questionnaire were distributed to collect data and then analyzed using triangulation. the findings showed that the teachers understand and know well about their students’ learning styles which in turn to design and implement their teaching and learning via making conversation with the students and doing a pretest. however, most of the students’ responses were in contrast with the teachers’ responses. it could be concluded that the teachers’ pedagogical competence was categorized into low level due to not all students in their classes being invited to do conversation. article history: received: december, 2022 revised: december, 2022 published: december, 2022 keywords: teachers’ competencies, pedagogical competencies, how to cite: hidayatullah, h., & qomariyah, s. (2022). vocational high school teachers’ pedagogical competence in teaching english. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 217-223. doi:https://doi.org/10.33394/joelt.v9i2.6641 introduction a teacher according to the indonesian law number 14 in 2005 is a professional educator whose main duties are to educate, teach, lead, direct, train, and evaluate students in a formal context. in addition, to become professional, the teacher should have the competency, a set of knowledge, skills, and attitudes-like pedagogical, personality, professional, and social. the roles and responsibilities of teachers are paramount in education since they are not only giving the materials but also educating them on how to be better used for the country therefore, they have to develop their own professional knowledge and practice. one of the competencies that teachers have to master is pedagogical competence which refers to the ability to plan, initiate, lead and develop education and teaching, as well as to provide research-based teaching on the basis of research in the relevant subject, next, the ability to interact on issues related to teaching and learning in higher education with individuals active both within and outside the university is also included in the concept of pedagogical competence. mailto:herihidayatullah@undikma.ac.id hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 218 pedagogical competence that must be mastered by school teachers consists of some subsections such as understanding the learners, mastering the learning theories and the principles of learning, developing the curriculum, developing the learners’ potential, communicating with the learners and implementing assessment with all techniques and kinds. this current research emerges due to the indonesian teachers’ low competency as reported in media by detik.com on 24 november 2017 along with four reasons for instance discrepancies in scientific disciplines with teaching fields, teachers’ qualifications, the absence of teachers’ development, and ineffective teacher recruitment. throughout this report, it can be assumed that there are still many teachers who teach subjects including english without paying attention to their field of study which in turn leads to the goals of the curriculum being unreachable. referring to the subsections of pedagogical competencies however the researchers limited this current study as well as aimed to analyze five indicators namely understanding the learners, developing the curriculum, developing the learners’ potential, communicating with the learners, and implementing assessment with all techniques and kinds. in accordance with the paramount of pedagogical competence, teachers as a professional profession are acquired to develop it in order to reach quality in terms of education as well as human resources, ahmad and setyaningsih (2012) reported that the teachers’ position, as a professional element, should be improved and enhanced their role as the agent of the teaching-learning process in school. in addition, ardiawan (2017) proved through his findings that there was a significant correlation between teachers' professional competence and students’ learning achievement. research method research design this current study is qualitative in nature which means leading to understanding social phenomena and the perspective of participants. according to moleong (2018), a qualitative method is a research procedure that produces descriptive data in the form of written or spoken words from people and observed behavior resulting in data which is in the form of words, pictures, and human behavior. researchers use qualitative research methods due to the problem under this study is in the form of data which is more precisely explained in words. referring to the objectives of the research especially about the teachers’ pedagogical competence, throughout the qualitative descriptive the researchers provided a detailed and clear description of the respondents’ responses. subject the subjects of this study were two english teachers of smkn 4 mataram who were selected using cluster random sampling. r1 was one of the teachers who taught in xii upw and r2 taught in x boga 2. in addition, the subjects were also taken to 40 students who had jobs to answer the questionnaire and used as the supporting data. instruments in obtaining the data research, the researchers used interview and questionnaire that provided real and validated data from the teachers and the students. the former instrument was in the form of a semi-structured interview in which the respondents’ responses were recorded. the purpose of the interview was to get deeper information about how the teachers’ pedagogical competence. the latter instrument was a questionnaire that accommodated various kinds of answers from the subjects aiming at obtaining valid information from the respondents. the questionnaire was in the form of a closed format due to the respondents might give their personal answers by choosing the available answers. hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 219 data analysis the obtained data of this study mainly from the interview was analyzed using triangulation which involved data reduction, data display, and conclusion drawing/verification (sugiyono, 2014). the steps referred to summarizing, choosing the basic things, focusing on important things, and looking for themes and patterns (sugiyono, 2014). data from the students’ responses to the questionnaire were analyzed in the form of percentages in which the researchers applied a formula. the result of this tabulation figured out how the teachers’ pedagogic competence. in other words, this secondary data functioned either to support or not the primary data. research findings and discussion research findings the findings of this current study were taken from two instruments namely interview and questionnaire. the aim was to describe how the teachers’ pedagogical competence in teaching english. the findings from the two instruments elaborated orderly from data obtained from the interview followed by the students’ responses in the questionnaire. understanding learners’ characteristics knowing the learners’ characteristics, the respondents were intensively making conversation either individually or in the group. such activity led the students and teachers to know each other and closer emotionally. in addition, the students often shared their own feelings, daily activities, and ideas on particular topics. next, the respondents informed another activity to know the learners which was in the form of distributing tests at the beginning of the semester. the test aimed to know the students’ learning styles which contained visual, auditory, and kinesthetic learners. knowing the learners’ potentials communication in the form of a conversation between teachers and students not only aims to know the students’ characteristics but also their potency. the topics for this conversation were dealing with the students’ experience and finding as well as raising their own interest. during the conversation, the teachers were dominantly using english aiming at inviting them to practice spoken english. understanding curriculum the information obtained in this part mostly focused on how the teachers’ method and strategy of teaching. it was informed that they often applied group discussion as the students’ core activity due to the learning atmosphere being lively and joyful. in addition, the implementation of certain methods and strategies considered the students’ characters and learning styles. next, the teaching and learning materials to be transferred to the students were in accordance with their major. communicating with learners communication is paramount in the classroom setting especially when the teachers and students interact with each other. successful teaching is considered to require only 50% knowledge to 50% communication skills. therefore, a teacher should be able to communicate in all four modes of communication and know how to utilize them effectively. accidental places like school canteen where conversation between teachers and students occurred. such conversation was often done during break time. the topics of the conversation might deal with both the students’ academic and non-academic problems. hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 220 assessment evaluation of the students’ learning was measured orderly. the respondents applied various techniques and kinds during the teaching and learning process to measure the students’ understanding of the whole materials that had been learned before. in addition, the teachers also often gave homework to the students. next, the result of all kinds of assessments was checked then they gave feedback in the form of scores, comments, and suggestions. another data obtained in this current research was about the students’ perception of teachers’ pedagogic competence. this kind of data was obtained from the distribution of the questionnaire and displayed separately for each respondent. table 1 the students’ perception on r1’s pedagogic competence no category very often often sometimes never 1 10% 31,25% 57,50% 1,25% 2 18,75% 41,25% 38,75% 1,25% 3 18,75% 25% 55% 1,25% 4 13,75% 28,75% 57,50% 0% 5 15% 28,75% 56,25% 0% 15% 31% 53% 1% data in table 1 showed that the teacher was supposed to know the learners’ characteristics 10% very often, 31,25% often, 57,50% sometimes, and 1,25% never. next, the teacher was familiar with the learners’ potency 18,75% very often, 41,25% often, 38,75% sometimes, and 1,25% never. dealing with the teacher’s understanding on the curriculum, the students responded 18,75% very often, 25% often, 55% sometimes, and 1, 25% never. in the context of communicating with the learners, there was 13,75% very often, 28,75% often, 57,50% sometimes, and 0% never. at last, in the field of assessment, it was 15% very often, 28,75% often, 56,25% sometimes, and 0% never. to sum up, it showed that, the teacher’s pedagogic competence might be categorized into the low category which is represented by the average percentage of the students’ responses 53% sometimes, 31% often, 15% very often, and 1% never. table 2 the students’ perception on r2’s pedagogic competence no category very often often sometimes never 1 5% 28,75% 52,50% 13,75% 2 7,50% 31,25% 53,75% 7,50% 3 15% 26,25% 45% 13,75% 4 8,75% 22,50% 60% 8,75% 5 17,50% 20% 48,75% 13,75% 11% 26% 52% 12% data in table 2 showed that the teacher was supposed to know the learners’ characteristics 5% very often, 28,75% often, 52,50% sometimes, and 13,75% never. next, the teacher was familiar with the learners’ potency 7,50% very often, 31,25% often, 53,75% sometimes, and 7,50% never. dealing with the teacher’s understanding on curriculum, the students responded 15% very often, 26,25% often, 45% sometimes, and 13,75% never. in the context of communicating with the learners, there was 8,75% very often, 22,50% often, 60% hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 221 sometimes, and 8,75% never. at last, in the field of assessment, it was 17,50% very often, 20% often, 48,75% sometimes, and 13,75% never. to sum up, it showed that, the teacher’s pedagogic competence might be categorized into the low category which is represented by the average percentage of the students’ responses 52% sometimes, 26% often, 12% never, and 11% very often. from those two tables which described the two teachers’ pedagogic competence, the researcher did the tabulation to see the obtained percentages as seen in figure 1. figure 1. tabulation of the students' perception on their teachers' pedagogic competence data in figure 1 was the students’ perception on the teachers’ pedagogical competence which was taken by administering a questionnaire. it showed that the two teachers were supposed to have pedagogic competence in the category of sometimes (53%), often (28%), very often (13%), and never (6%). discussion this current research was intended to describe how vocational high school english teachers’ pedagogical competence. the data from the interview showed the teachers intensively did the conversation aiming at understanding their students deeply due to they ensured themselves to have good pedagogical competence. the indicators of having good pedagogical competence were figured out in the planning like preparing the teaching materials and method or strategy which coped with the students’ prior knowledge, interest, and learning style. the responses from the teachers were highly positive toward their pedagogic competence for the five indicators. however, it was confirmed by the students through their responses to the questionnaire that the teachers’ understanding of their students was dominated by sometimes category followed by often. such a category then indicated that the teachers’ positive responses in the interview were doubtful. in accordance with the research findings, it might be highlighted that the teachers’ pedagogical competence for the five indicators could be categorized into theoretically high but technically low. next, as known that pedagogical competence refers to the minimum professional standards required for being a teacher in which teachers with low teaching ability are unskilled, in contrast, those with high teaching ability are considered skilled and pedagogically competent. in addition, considering the teachers’ performance in class as shown by students’ responses the students’ academic achievement would be automatically affected (channa & sahito, 2022). hasriani (2022) detailly reported in her research that professional teachers were able to produce and apply the lesson plan based on their understanding of the basis of education, applying the learning theories, determining the strategy used based on the learners’ characteristics, and making the lesson plan based on the strategy chosen. 0% 10% 20% 30% 40% 50% 60% very often often sometimes never category hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 222 basically, teachers’ pedagogical competence might be affected by internal and external factors. singerin (2021) elaborated on the external factor in terms of academic supervision held by the school supervisor and the internal factor in the context of teachers’ efficacy, she found out that academic supervision significantly affected the teachers’ pedagogical competence however the efficacy was not affected the teachers’ pedagogical competence. such external factor was also supported by the survey report written by sari., et.al. (2021) which stated that their students have a positive perception toward english teacher pedagogical competence which contained (1) understanding students; (2) designing and implementing learning; (3) evaluating learning outcomes; (4) development of learners to actualize the potential, they have. the english teacher pedagogical competence is categorized as sufficient competence which is 57% (neutral). to be more specific in response to this current research findings, fakhrutdinova., et.al. (2020) suggested that the development of new training programs for teachers of higher education institutions in this case vocational high school was necessary to be accomplished for the sake of enhancing the pedagogical competence. in line with this, anif., et.al (2019) revealed that the mechanisms and the procedures of activities to develop the pedagogical competence through mgmp like mkks (musyawarah kerja kepala sekolah) or association of school principals networking initiate, review of graduate competency standard (gcs), and others. the activities might be in the form of training related to learning tools, method/technique/learning strategy, using of information technology, and instructional media however, such training should be conducted continuously with active communication between training participants. in a different context dealing with pedagogical competence as found by mumpuniarti., et.al. (2020) regular teachers were able to manage diverse learning needs; the regular teacher competence to help slow learners were able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers' challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement. next, novianti., et.al. (2019) declared as well as suggested efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. they recommended that a created model of pedagogical competence development should be suitable for the lecturers and lecturers with a non-education background. conclusion the result of this study described that teachers’ pedagogical competence in the context of understanding the learners which in turn used as the basis of designing and implementing the teaching and learning was categorized into low level due to the teachers did not do their conversation with the whole students. accordingly, the students who were not known by the teachers found difficulties in understanding the teaching materials and supposed the teachers’ ability of teaching was low. references ahmad, & setyaningsih. e. (2012). teacher professionalism: a study on teachers’ professional and pedagogic competence at junior, senior, and vocational high schools in banyumas regency, central java, indonesia. jurnal pendidikan sains sosial dan kemanusiaan. 5(1), 93-106. https://www.journals.mindamas.com/index.php/sosiohumanika/article/view/461 https://www.journals.mindamas.com/index.php/sosiohumanika/article/view/461 hidayatullah vocational high school teachers’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 223 anif, s., sutama, s., prayitno, h., & idrus, n. (2019). effectiveness of pedagogical competence: a development model through association of biology teachers forum. jurnal pendidikan ipa indonesia, 8(1), 22-31. https://doi.org/10.15294/jpii.v8i1.17176 ardiawan, i.k.n. (2017). the correlation between teacher professional competence and natural science learning achievement in elementary school. journal of educational science and technology graduate program universitas negeri makassar. 3(3) https://ojs.unm.ac.id/jest/article/view/3758 channa, w., & sahito, z. (2022, july 19). pedagogical competencies of teachers and the achievement of students: explorations of best practices through a literature review. retrieved december 7, 2022, from http://www.webology.org fakhrutdinova, a., & ziganshina, m., & mendelson, v., & chumarova, l. (2020). pedagogical competence of the high school teacher. international journal of higher education. 9. 84. https://doi.org/10.5430/ijhe.v9n8p84 hasriani. (2022). english teachers’ pedagogical competence in regard to planning the teaching and learning process. jollt journal of languages and language teaching. 10(2). pp 161-173. doi: https://doi.org/10.33394/jollt.v%vi%i.4891 moleong, l. j. (2018). metodologi penelitian kualitatif. bandung: pt rosdakarya. mumpuniarti, m., handoyo, r., phytanza, d., & barotuttaqiyah, d. (2020). teacher's pedagogy competence and challenges in implementing inclusive learning in slow learner. jurnal cakrawala pendidikan, 39(1), 217-229. https://doi.org/10.21831/cp.v39i1.28807 novianti, n. & nurlaelawati, i. (2019). pedagogical competence development of university teachers with non-education background: the case of a large university of education in indonesia. international journal of education, 11(2), 169-177. sari, y., miftah, m. z., & qamariah, z. (2021). students’ perception toward english teacher’s pedagogical competence. journal of foreign language learning and teaching, 1(1), 57-80. singerin, s. (2021). the impact of academic supervision on teacher pedagogical competence and teacher performance: the role moderating by teacher efficacy. ijee international journal of elementary education. 5(3). pp 496-504. https://ejournal.undiksha.ac.id/index.php/ijee sugiyono. (2014). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. https://doi.org/10.15294/jpii.v8i1.17176 https://ojs.unm.ac.id/jest/article/view/3758 http://www.webology.org/ https://doi.org/10.5430/ijhe.v9n8p84 https://doi.org/10.33394/jollt.v%25vi%25i.4891 https://doi.org/10.21831/cp.v39i1.28807 https://ejournal.undiksha.ac.id/index.php/ijee jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.160-171 doi:10.33394/jo-elt.v9i2.6234 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 160 the use of a digital multimodal textbook to foster students’ english proficiency *1 sitti aisyah, #2 nuraeni *1 english lecturer, education faculty, universitas muslim maros, indonesia #2 english lecturer, education faculty, universitas muslim maros, indonesia corresponding author email: nuraeni@umma.ac.id a b s t r a c t s a r t i c l e i n f o this research aimed to determine students‟ english language proficiency after conducting an experiment. a method that was implemented was the use of a digital multimodal textbook application called book creator. this method focused on teaching students the english language using a digital textbook that promoted multimodality. in the test book, some modes were applied (teacher‟s voice recorded, videos from the internet, and pictures). this research was a pre-experimental method that used one group sample. the research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. from the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's english language proficiency. however, a few students only experienced a little improvement. the data shows that there was a significant difference in students‟ scores between the pre-and post-test. the mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. from the data, it was revealed that even though most of the students gained a better understanding after the treatment. however, a few students still had difficulty upgrading their english language proficiency. article history: received: october, 2022 revised: november, 2022 published: december, 2022 18 keywords: multimodal, english language proficiency, digital textbook, how to cite: aisyah, s., & nuraeni, n. (2022). the use of a digital multimodal textbook to foster students‟ english proficiency. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 160-171. doi:https://doi.org/10.33394/jo-elt.v9i2.6234 introduction in the indonesian context, learning english is still a scary specter. it is due to the fact that english is not used in daily life and is only learned as a subject at school (suryanto, 2014) resulting in being afraid of making mistakes (heriansyah, 2012). it is undeniable that the chance to use the english language is limited at school only which means students do not have enough time to practice the english language. therefore, the students encounter a difficult time getting used to using this target language. another reason why english is difficult is bahasa indonesia has totally different phonology and phonetic (kaharuddin & ahmad, 2018). therefore, students have trouble pronouncing the english words which lead to demotivation to learn the target language. moreover, the characteristics of indonesian learners become one of the reasons why it is hard to achieve learning objectives. in indonesia, most schools adopt teacher-centered learning which means the teachers are the source of information. even though the national curriculum has been changed several times and adopted student-centered learning, the reality mailto:nuraeni@umma.ac.id nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 161 said that students cannot follow the curriculum and always consider the teachers as the center of learning. according to exley (2005), indonesian students have the characteristics of being culturally passive, self-conscious, and unable to express their idea in the classroom context. they find it difficult to be active in the class activities even though the teacher asks them to take part. a question then arises, whether these characteristics apply only in learning english or in all subjects as culturally embedded characteristics (suryanto, 2014). in this era, technology has expropriated many parts of human life including many aspects of education sectors. face-to-face learning has been replaced by online learning due to the pandemic strike for more than 2 years. today, the era of the new normal is being promoted vigorously meaning that the chance to re-switch the learning method amid the pandemic can happen at any time. however, the technology trail will remain the same. many applications that benefit from distance learning have been adopted and will still be used even though offline learning will be enforced due to the less effectiveness of online learning to students‟ learning achievement (adnan & anwar, 2020; basar et al., 2021). therefore, the need to find a good way to teach english to inactive students is essential for english teachers. one of the best ways is by using digital multimodal text. the use of multimodal learning is advanced yet interesting for young generation (magnusson & godhe, 2019), especially it is related to the technology and the internet. multimodal is defined as the integration of some semiotic modes between in-text linguistics and modes such as visuals, gestures, spatial and audio and becomes a way of communication (ikasari et al., 2019; zamzamy, 2021) even though there is a possibility where one mode dominates others (ikasari et al., 2019). this means that the application of multimodality refers to the unification of some modes which are used to create a learning material. from the material, students are able to enjoy learning using text that is integrated with pictures, sounds, or videos. it is undeniable that multimodality has become a choice to learn a new language in diverse classrooms. practically, the era of digital gives a massive contribution to the development of modality as a new method to learn a foreign language (cowan & kress, 2017; ezeh, 2021) as well as the way to effectively engage student to learn (ilmi et al., 2020). moreover, the presence of digital environment simplifies the teachers to combine different modes ((adami, 2015) such as videos and audio (susanti et al., 2022). therefore, this technology offers new perspectives on how to use textbooks in learning. as adami (2016: 452) contended that: “the advent of digital technologies has contributed to changes in the perception of what constitutes data in many text-based disciplines. digital technologies provide analysts with multimodal means of recording, coding and transcribing data, such as videos and video annotation systems. when analysing a video-recorded rather than a tape-recorded face-toface interaction, the multimodal character of the communicative event becomes more immediately manifest and what could be regarded as context or contextual information in earlier tape-recordings (something that the researcher could neither see nor handle from tape-recorded data) is now visible as meanings expressed by participants through gestures, movement, and face expressions, or through 3d objects.” one of the advanced digital technologies that support multimodal learning is the book creator application. this application allows teachers to create and develop their learning material in interesting ways. in creating the material using this application, the teachers can integrate texts, pictures, sounds, and videos that can be inserted into the book. furthermore, students can access the material from anywhere and anytime as long as they have an internet connection. additionally, this book is suitable to learn english grammar as the contents are made interesting. according to gajek (2019), students can understand learning material in different ways and one of the best ways is to use not only alphanumeric but also along with sounds and images which can engage students‟ participation in the teaching and learning process. nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 162 as foreign language learners come from different language backgrounds and have varying language proficiencies, using tools that give the students diverse opportunities to express meaning in ways that support language acquisition is important. the tools to support learning a new language are vary and some of them are multimodal applications such as storybird, book creator, and storyjumper (ezeh, 2021). in addition, she claimed that applications have multimodal components that can be exploited in the classrooms to maximize students‟ potential in an environment where all modes of meaning-making are valued and given visibility. moreover, kallinikou & nicolaidou (2019) opine that the process of storytelling supports increased meaningful language production necessary for literacy development. therefore, many advantages can be gained by the foreign language learners when implementing these applications which support storytelling and affordances of the applications including multimodal writing, collaborative writing, feedback, and authentic language use (ezeh, 2021). these reasons are important for the development of a new language especially, for a foreign language. many scholars in education have conducted research on digital multimodality. multimodality is not only limited to gestures, audios, and spatial dimensions of communication, but also computer-mediated communication (heberle, 2010). a study on multimodality comes ajayi (2012). he wanted to find out about the use of multimodal textbooks to enhance students‟ english language learning. this study had two participants and both participants were classified as effective teachers. research data was collected using class observation, interviews, field notes, and text analysis. the purpose of this study was to examine how teachers utilized multimodality resources from two textbooks to improve students' english proficiency. the results showed that the teachers underwent difficulties to promote the use of multimodality which is integrated with the text. another multimodal research in foreign language comes from martínez lirola (2020). this research aimed to show the essentiality of multimodal material in higher education level. during the implementation of the research procedure, the multimodal materials were selected by determining kinds of the modes that promote language acquisition which are necessary for the labor market. to gather the research data, the researcher conducted a survey to acknowledge the students‟ view on the use of multimodality in teaching. the result showed that utilizing some modes in teaching promoted learning acquisition in many different social circumstances. meanwhile, gajek (2019) promotes multimodality in his study by analyzing multimodality contents from pre-service teachers and students. the pre-service language teachers made teaching contents of video clips such as introducing new language, language usage, improving practice, performance documentation, and learning assessment. while the students modified a video material by adding subtitles, intertitles, and narrative re-voicing of a story. the result of the study found that the activities conducted by both the teachers and the students were able to enhance their performances in language learning. lastly, another research on multimodality is conducted by ganapathy & seetharam (2016). this study was about using the multimodal approach for esl learners. it utilized a multimodal framework to restructure the teaching and learning of esl learners. the aim of the research was to investigate the effect of the multimodal approach and to examine students‟ perspectives on this matter using the multiliteracy theory. to gather participants‟ data, the researchers used focus group interviews with 15 students. the results affirmed that there was a need to rebuild the teaching and learning of esl with a focus on multimodal pedagogical practices as it promoted positive learning outcomes among students as well as promoting autonomous learning, improving motivation, and facilitating various learning styles. nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 163 from previous studies, it is shown that multimodality plays an important role in teaching a foreign language. the integration between text and various modes can boost students‟ curiosity to learn the target language. most of the studies claim that using multimodalities such as videos and pictures can engage the student to learn. moreover, the use of digital multimedia such as social media can elevate students‟ motivation as they learn from something that they are familiar with. however, there is still a need for the teachers to create the multimodal materials in order to smooth the teaching and learning process resulting the better understanding from the students. one of the studies which come from ajayi (2012) shows that teachers experienced difficulty performing using the multimodality approach. besides, none of the studies used a learning application that can combine some modes such as pictures, videos, and voice. in this study, the researchers used an application called book creator. this application allows teachers to create a digital textbook. the book creator has features that can promote multimodality such as adding voice, videos, and pictures to the textbook. in addition, the application provides a digital reader of native english voice that can be used by students who want to hear the correct pronunciation of the words. in other words, this digital multimodal textbook application will be able to support students who learn english as a foreign language. moreover, the digital textbook which are combined with some modes can be an attractive way to learn english (bikowski & casal, 2018). see picture 1. picture 1. example of the content in the book creator (https://read.bookcreator.com/qkukbplg21z9mhb6ceysaza8eaf2/m_qppnsbrc2kl7kkl0ig2q) in this research, the researchers used a digital multimodal textbook called book creator application to boost students‟ understanding of english grammar. they learned how to https://read.bookcreator.com/qkukbplg21z9mhb6ceysaza8eaf2/m_qppnsbrc2kl7kkl0ig2q nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 164 acknowledge kinds of english grammar using a multimodal textbook. this research was designed to assist the foreign language learners to learn english grammar in an interesting way. using sounds, pictures and videos are believed to be able to engage the students to learn in a fun way. from the explanation of the background problem, the research was conducted to assist students in order to improve students‟ language proficiency, particularly in grammar by the use of a digital multimodal textbook. this research aimed to answer the question whether the use of digital multimodal textbook fostered students‟ language proficiency. before describing the data, it is important to emphasize the hypothesis of the research as follows: h0: there was no significant difference in students‟ english language proficiency after the implementation of a digital multimedia textbook that promoted multimodality ha: there was a significant difference in students‟ english language proficiency after the implementation of a digital multimedia textbook that promoted multimodality. research method research design the research design applied in this study was a quantitative approach. it is about quantifying with numbers and analyzing variables to obtain research results (apuke, 2017). according to creswell and creswell (2017: 41), “quantitative research is an approach for testing objective theories by examining the relationship among variables. these variables in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedure. the final written report has a set structure consisting of introduction, literature and theory, methods, results, and discussion. like qualitative researchers, those who engage in this form of inquiry have assumption about testing theory deductively, building in protection against bias, controlling for alternative or counterfactual explanations, and being able to generalize and replicate the findings” this implies that conducting research using a quantitative approach should be done in a systematic way. the research is meant to test theories to determine the variables‟ relationship. in addition, this kind of research utilizes facts to be investigated, processes the results of the research to confirm the previous experiments, finds solutions for the research problems, and promotes existing theories (apuke, 2017). in this study, the researchers applied a pre-experimental method using one group‟s pretest and post-test design. the pre-experimental design does not involve another group as a comparison (rogers & révész, 2020). this research involved one group only. this group received treatment by using multimodal approach. the students were taught materials from an application called book creator. this application promotes multimodality to attract students to learn the materials. the design of this research can be seen in table 1. table 1 the pattern of one group pre-test and post-test design pre-test treatment post-test 01 x 02 (jacob et al., 2010) explanation of the table: 01: students conduct the pre-test before the research treatment x : students obtain the treatment using multimodality 02: students conduct the post-test after the research treatment nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 165 population and sample before choosing research samples or participants, the researchers need to determine the research population. a population refers to a group of items, units, or subjects that are under the reference of study (bhatt, 2020). a population is a group of individuals who have the same characteristic (creswell, 2009). the population of this research was students of the english education department of universitas muslim maros in the academic year 2022/2023. all students were english language learners. the total population was 77 students. the sample is part of a population. a good sample should be a representation of the population. a sample is a subgroup of the target population that the researchers plan to study for generalizing the target population (creswell, 2009). in this study, the samples were 16 students from semester ii in the academic year 2022/2023. research instrument to get better data, the researchers need to prepare a data instrument. a research instrument is a tool for collecting data from participants. in this research, the researchers used a pre-test and post-test as the instrument in the form of a test. the test contains english grammar questions. the pre-test was conducted before a treatment was given while the posttest was carried out after the treatment. the pre-test was purposed to acknowledge students‟ language proficiency. after conducting the treatment using multimodality, the students were given a post-test with the same test as the pre-test. this aimed to acknowledge whether the use of multimodality boosted the students‟ language proficiency. technique of data analysis this research used a quantitative method in analyzing the data. the data was analyzed using spss program ver.28. the collected data from the pre-test and the post-test were scored using the following scoring classification. table 2 the scoring classification research findings and discussion research findings the research that had been conducted aimed to determine whether the use of multimedia in the form of an online textbook improved students‟ english language proficiency. in this research, the researchers used pre-test and post-test to collect the research data. these tests were conducted as the instrument of the data collection. the tests had the same questions consisting of 18 questions. after collecting the research data from the pre-test and the post-test, the data was then analyzed using descriptive analysis from spss. the findings of the research will elaborate as follows: no classification score 1 excellent 91-100 2 good 75-90 3 fair 61-74 4 less 41-60 5 poor 0-40 nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 166 the pre-test and the post-test in the experimental class before carrying out a treatment in the experimental class using a digital textbook, the researchers gave a pre-test to the research samples. this test was used to find out students‟ initial skills before performing the experiment. after conducting an experiment using a digital textbook that supports multimodal, students were given a post-test. this test was used to determine whether students had a different score from the pre-test. if the post-test score was higher, it means students‟ english language proficiency improved. the result of this test is presented in table 3. table 3 the pre-test and post-test frequency in the experimental class no score classification pre-test post-test students frequency percentage students frequency percentage 1 0-40 poor 4 25% 1 6,25% 2 41-60 less 10 62,5% 5 31,25% 3 61-74 fair 1 6,25% 7 43,75% 4 75-90 good 1 6,25% 3 18,75% 5 91-100 excellent total 16 100 16 100 it is clearly seen from table 3 that in the pre-test, the students‟ ability in english language proficiency was very low. most students did not answer all the questions correctly. even though there was one student who had a good grade and was classified as „good‟, most students got scores below 60. from the data, as many as 10 students scored in the range of 40-60 which were classified as „less‟, and four students were in the „poor‟ classification. in order to be considered to have good english proficiency skills, students must at least be at a fair classification. unfortunately, only two students were categorized in this level. as mentioned previously, one student got a very high score and was categorized as the „good‟ classification and one other student was in the „fair‟ classification. alas, no students were classified as the „excellent‟ classification. meanwhile, in the post-test, the data shows that there was a significant difference between the score of the pre-test dan the post-test. after being given the treatment using a digital multimodal textbook during the research experiment, students showed better performance. it can be seen from the result of the post-test that only 1 student was in the „poor‟ classification. in the pre-test, it was found that 10 students were in the „less‟ classification. however, after studying in the class experiment using a digital multimodal textbook, only 5 students remaining in this category. moreover, students who were in the „fair‟ classification increased significantly with 7 students. in addition, 3 students were classified as „good‟. unfortunately, still none of the students reached the „excellent‟ classification. yet, the improvement in both classifications showed that the used method succeed to assist the student to enhance their english language proficiency. to see a clearer picture of students‟ improvement below is the bar chart of the students‟ classification level both in the pre-test and the post-test. nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 167 figure 1. bar chart of students‟ frequency in the pre-test and the post-test figure 1 gives information on the students' frequency in the pre-test and the post-test using a digital multimodal textbook. there are five classifications for the students‟ scores (poor, less, fair, good, and excellent). it is clearly seen that overall, most students had difficulty answering the test in the pre-test. however, after the application of a digital multimodal textbook, the students showed better scores in the post-test. therefore, it can be said that the use of a digital multimodal textbook succussed to assist the students to improve their english language proficiency. from the bar chart, it can be assumed that students in the classification of „poor and less‟ were categorized as having low ability in english language proficiency. from the data, 25% of the students were in the „poor‟ classification and 65.5% were in the „less‟ classification before the research experiment took a place. fortunately, after carrying out the experiment, students with low ability decreased significantly. the proportion of the „poor‟ classification dropped by quadruple to only 6.25% and the „less‟ classification decreased by double to 31.25%. meanwhile, it is believed that the classifications of fair, good, and excellent are for those who had better and or good at english language proficiency. from the data in the pretest, only 6.25% of the students were in the „fair‟ classification and the same friction was seen for the „good‟ classification. however, after undergoing the experiment, many students showed better scores. the data presents information that 43.75% of the students performed better in the post-test and were classified as „fair. it means that there was a significant improvement in this classification. furthermore, the same case happened in the classification of „good‟ even though the improvement was not significantly high with around 18.75% of the students. in the meantime, the highest classification was empty. unfortunately, none of the students was able to reach the „excellent‟ classification. the students’ mean score between the pre-test and the post-test table 4 the students‟ mean score between the pre-test and the post-test students’ mean score n minimum maximum mean std. deviation pre-test 16 26.00 85.00 47.8125 14.61150 post-test 16 40.00 85.00 65.5000 13.54991 valid n (listwise) 16 0 2 4 6 8 10 12 poor less fair good excellent students' classification level students frequency students frequency 25% 62.5% 6.25% 6.25% 6.25% 31.25% 43.75% 18.75% 0% 0% nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 168 in order to acknowledge whether the use of a multimodal digital textbook improved students‟ english language proficiency, students‟ mean score of both tests needed to be analyzed. the mean score comes from the average score of the given number. from the data, it shows that the students‟ mean score in the pre-test was 47.81 with a standard deviation of 14.61. meanwhile, in the post-test, the students‟ mean score arose to 65,50 with a standard deviation of 13,54. from this data, it can be said that there was an increase on students‟ language proficiency after the implementation of the digital textbook. to acknowledge which hypothesis was accepted, the researchers analyzed the data using paired sample t-test. table 5 paired sample t-test paired samples test paired differences t df significance mean std. deviat ion std. error mean 95% confidence interval of the difference onesided p twosided p lower upper pair 1 pretest posttest -17.687 12.010 3.002 -24.087 -11.288 -5.891 15 <.001 <.001 the paired sample t-test was used to acknowledge whether there was a significant difference between students‟ scores in the pre-and post-test. this analysis was used to answer the researcher‟s hypothesis testing. based on the result of paired sample t-test analysis, it was obtained that the t-value was 5.891 and the sig value (two-sided) is <.001. it means h0 was rejected and ha is accepted. it can be said that there was a significant difference in students‟ scores before and after the treatment. therefore, the use of a digital multimodal textbook that promoted multimodality to improve students' english language proficiency showed significant improvement. discussion in today‟s new normal era, technology has been part of education world. many educational applications promote multimodality. multimodal refers to the combination of two or more modes that produce meaning (ilmi et al., 2020). meanwhile, digital multimodal is the combination of modes which do not come from scratches but are taken from online sources in the form of still and moving pictures, sound, and music (adami, 2015). in term of digital multimodal textbook, some modes of the book are created from availability of online sources that can be generated through the forwarding, sharing, assemblage, and editing of previously existing texts (adami, 2015:186). this research focused on the use of a multimodal digital textbook in order to foster students‟ language proficiency. after carrying out 10 meetings for the application of the digital textbook, it is discovered that students‟ language proficiency experienced improving which was proven from the result of the score‟s comparison between the pre-test and the post-test of the students. during the application of the digital textbook, the students were active in learning english structure. it is due to the fact that the digital textbook is designed in attractive and interactive ways and the combination of some modes are attached such as video clips, colored pictures, and voice recording that triggered their motivation to learn. according to bikowski & casal (2018) in their study, the application of a customized interactive digital textbook elevates students' engagement during the learning process. similarly, susanti et al. (2022) contend that the combination of some modes such as pictures and colors can assist students to learn. as a result, students‟ motivation increases as well as the improvement of nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 169 their learning (martínez lirola, 2020). therefore, the result of this research supports the idea that multimodality plays an important role in language teaching (magnusson & godhe, 2019; miladiyah, 2018). before the implementation of the digital textbook, the students mostly had low scores. the majority of the students were categorized as „less‟. however, after the implementation of the digital multimodal textbook, nearly all students showed improvement. from the result, it shows that the application of the digital textbook gave a positive effect and the students‟ english language proficiency experienced improvement. this statement is supported by the mean score of students‟ post-test which is higher than the pre-test. this result is in line with a study conducted by gajek (2019) who finds that the use of multimodal textbooks can give positive vibes in class interaction during the teaching and learning process. this positiveness is able to improve the performance of not only the students but also the teacher. moreover, ganapathy & seetharam‟s study (2016) have a similar result. they claim that the use of a digital multimodal textbook promotes positive learning achievement and improves the students‟ motivation to learn. however, not all students have the same motivation for learning. ajay (2012) claims in his study that teachers experienced difficulty to teach students using multimodality. in addition, bikowski & casal (2018) in their research finds that even almost all students were engaged in using digital multimodal textbook, one student felt reversely and was not motivated by the digital book. from those findings, similar result was found in this study. during the implementation of the digital textbook with multimodality content, some students were not engaged and found it difficult to follow the teacher‟s method of using multimodality. the combinations of some modes did not attract their attention and the teacher experienced difficulty teaching some students using this method resulting inactive behavior during the learning process. in short, even though many researchers believe that multimodality is gaining more interest in this new normal era, it still faces challenges in its implementation (zamzamy, 2021). conclusion this research is a quantitative study using one group‟s pre-test and post-test design using the pre-experimental method. the method that was applied in the treatment was a digital multimodal textbook from the book creator application. this method utilized some modes such as pictures, videos, text, and recording in a textbook. the result shows that before the treatment using a digital multimodal textbook, most students were in the „less‟ classification. even some students were in the “poor” classification. this means that most students‟ english language proficiency was very low. after the implementation of the digital multimodal textbook using the book creator application, most students showed significant improvement. the students were mostly in the „fair‟ classification. students who were in the „poor and less‟ classification decreased significantly. moreover, some students elevated their skills and were in the „good‟ classification. this result can be interpreted that even though few students were still in the „poor and less‟ classification, most students underwent development in their language proficiency. therefore, it can be concluded that there was a significant improvement before and after the implementation of a digital multimodal textbook in students‟ english language proficiency. references adami, e. (2015). a social semiotic perspective on digital mobility. media education, 6(2), 184-207. adami, e. (2016). introducing multimodality. the oxford handbook of language and society, 451. nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 170 adnan, m., & anwar, k. (2020). online learning amid the covid-19 pandemic: students' perspectives. online submission, 2(1), 45-51. ajayi, l. (2012). how teachers deploy multimodal textbooks to enhance english language learning. tesol journal, 6(1), 16-35. apuke, o. d. (2017). quantitative research methods: a synopsis approach. kuwait chapter of arabian journal of business and management review, 33(5471), 1-8. basar, z. m., mansor, a. n., jamaludin, k. a., & alias, b. s. 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(2005). learner characteristics of'asian'efl students: exceptions to the'norm'. pleasure, passion, provocation: aate/alea conference 2005, ezeh, c. (2021). a comparison of storyjumper with book creator, and storybird for multimodal storytelling. ezeh, c.(2020). a comparison of storyjumper with book creator and storybird for multimodal storytelling. tesl-ej, 24(1), 1-9. gajek, e. (2019). creating multimodal texts for language learning purposes. in teaching literature and language through multimodal texts (pp. 191-213). igi global. ganapathy, m., & seetharam, s. a. (2016). the effects of using multimodal approaches in meaning-making of 21st century literacy texts among esl students in a private school in malaysia. advances in language and literary studies, 7(2), 143-155. heberle, v. (2010). multimodal literacy for teenage efl students. cadernos de letras, 27, 101-116. heriansyah, h. 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(2019). digital storytelling to enhance adults‟ speaking skills in learning foreign languages: a case study. multimodal technologies and interaction, 3(3), 59. nuraeni the use of a digital ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 171 lirola, m. m. (2020). multimodal teaching proposal in an english as a foreign language subject. asian tefl journal of language teaching and applied linguistics. 5. 10.21462/asiantefl.v5i1.112. magnusson, p., & godhe, a.-l. (2019). multimodality in language education--implications for teaching. designs for learning, 11(1), 127-137. miladiyah, m. (2018). the outcome of multimodality on language teaching and learning. international conference on language phenomena in multimodal communication (klua 2018), rogers, j., & révész, a. (2020). experimental and quasi-experimental designs the routledge handbook of research methods in applied linguistics. in: routledge new york. suryanto, s. (2014). issues in teaching english in a cultural context: a case of indonesia. the journal of english literacy education: the teaching and learning of english as a foreign language, 1(2), 75-82. susanti, a., presdyasmara, c., dewi, f., & wardani, y. (2022). developing students' english skill through digital video as multimodal for young learners in online learning. advances in social science, education and humanities research, 618, 221–228. zamzamy, d. a. (2021). development of multimodal language teaching materials for indonesian language for foreign speakers (bipa) during pandemic time. english language and literature international conference (ellic) proceedings, 4, 21-31. jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip http://ojs.ikipmataram.ac.id/index.php/joelt email: joelt@ikipmataram.ac.id december 2020, vol.7 no.2 online: 2548-5865 print: 2355-0309 pp.74-88 doi:10.33394/jo-elt.v7i2.3146 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 74 using puppet media in improving the speaking ability of junior high school students 4 waru sidoarjo dwi nur hadiyansah english lecturer, social and humanities, ibrahimy university, indonesia corresponding author email: dwinurhadiyansah@ibrahimy.ac.id a b s t r a c t s a r t i c l e i n f o to improve student achievement in efl english, it was necessary and urgent to implement the model of innovative learning and constructive learning was through monologues that used this doll property. property dolls were used to increase student motivation and provide a different atmosphere in learning to talk (speaking). since all knowledge, dexterity, and skills had practical value. by obtaining the three men would more easily meet the desired of development. the important lesson here was not that we can achieve through the lesson. the subjects of this study were the 7 th -grade student of junior high school in waru sidoarjo. classroom action research was designed in 2 cycles, respectively each cycle consisting of the planning, execution, observation, and reflection. research instrument and its action plan (teaching materials, observation sheets, and questionnaires) prepared by the researcher. the resulted in the first cycle based on observations. the evidence in the first cycle was not completed by 10 students or 25%, and a total of 30 students or 75%. these data show that the first cycle was not finished in the classical method as the standard was 85%. while the results of descriptive monologue presentations on the second cycle value an average 81.75, while in the first cycle was 75.9. from these data, there was an increase of 5.85. thus, the results obtained were consistent with the hypothesis proposed action, namely the use of appropriate doll media can improve the ability to speak in descriptive monologues for efl. article history: received: october, 2020 revised: november, 2020 published: december, 2020 keywords: descriptive monologue, speaking performance, doll media, efl, how to cite: hadiyansah, d. (2020). using puppet media in improving the speaking ability of junior high school students 4 waru sidoarjo. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(2), 74-88. doi:https://doi.org/10.33394/joelt.v7i2.3146 introduction communication is a way to provide and obtain information. to get the information we use language to reveal our identity, our character, and our background. (dwi, 2014) language is an important aspect of human life, used to communicate with others. the language also plays an important role in students' intellectual, social, and emotional development. therefore, learning languages is essential to help students to express their ideas, feelings, social interactions, and analyze students' imagination skills (hasanah, 2019). when every student can speak english, it will provide knowledge and skills as a means of communication. english as an international language needs to be improved. the improvement in english learning must be visible so that the quality of students' language proficiency has certain abilities. the proficiency itself includes mastery of written and spoken language. this is explained by (yolanda & hadi 2019) which states that english is taught in every school starting from kindergarten until high school. and also, as a compulsory course at universities in indonesia. mailto:dwinurhadiyansah@ibrahimy.ac.id hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 75 one of the main problems in the learning of language in school is the low absorption of students. it seems that the average student's learning outcomes in english are very worrying. this achievement is certainly the result of conventional learning conditions and does not touch the realm of the learner dimension. empirically, on the other hand, based on the analysis of the resulting study of low student learning outcomes, it became worse because the learning process is dominated by traditional learning. in a learning-centered classroom atmosphere, teachers tend to be passive listeners. (yolanda & hadi 2019) states that english teachers teach students speaking skills with vocab repetition and also teach to memorize dialogue to speak english well. it is also supported by rusyani (dwi, 2018) most of them say that learning the language is very difficult, this is because 1. it's hard to express what we think; 2. cultural differences in greeting or self-introduce; 3. the difficulty of writing the way we want; 4. difficulty in answering the teacher's question; 5. difficulty in speaking with good and true sentences. the above facts also occur to efl students in the speaking material. at the time the learning process occurs most students do not pay attention; concentration is low and some students are sleepy. this resulted to make a decrease in learning outcomes in english speaking subjects. to improve the achievement of students in english classes, it is necessary to implement innovative learning models and that was conducive to learning. students are more likely to learn lessons in an active state, where students can learn together by interacting with their friends, with their teachers, or with their families in a fun environment (tamah, 2011). using puppet media is one alternative in language learning, this can be categorized as the best way because it can make them happy (setiawati, 2016). puppet media can keep students interested and involved not only in learning materials but also in learning knowledge and deeds in onepiece (blatner, 2009) puppet media is used to increase students' motivation and provide a different atmosphere in learning to speak english because it can develop the knowledge, dexterity, and skills. by acquiring these three things people will more easily develop their speaking skills in english. (brown, 2001) role-playing involves both students in the division of roles to one or more in a group and assigns a task to be completed. brown suggests role playing can be done with one person (using dolls), in pairs, or in groups where each person plays a character. this is also said by (harmer, 2007) the use of media in the learning process of teaching provides positive values. role playing is a method of exploring ideas which involving complex social situations that are likely to be used in literature classroom, history, and natural sciences (blatner, 2007). setiawati (2016), also conducted similar research, the difference with this study is in the variables. in setiawati's research, she used media to improve the vocabulary of students while in this study were more interested in improving students' speaking abilities. similar things are also done by (made, 2019) it's explained in her research, she's more interested in using the puppet media for childhood education. and the same thing is done by (peristiwandari, 2012), (nuruzzakaria, 2016), (bhima, 2019), (hayatun, 2018), (yolanda and hadi 2019), (bakhsh, 2016), (hasanah, 2019) which uses media like dolls in its research. the difference is on the finding between each other that most of them differ on their variable and place. a fundamental problem in this study was the difficulty of students in expressing their verbal language skills. so, learning media is needed to improve their speaking skills. it going to use puppet media to improve the speaking skills of efl students. research method research design this study is used the class action research method, it uses a cycle process that adapted from the model in which kemmis and mctaggart cited koshy (2005). it can be hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 76 seen in the car model figure covering a cycle consisting of four steps, namely planning, implementation, observation, and reflection. the cycle is carried out until it reaches the criteria of success. table 1 research procedure cycle i action description 1. provide descriptive text teachers provide an example of descriptive text as a reference for students to create their texts with different titles. 2. create texts in groups students create texts in groups of students to discuss and provide feedback to produce good text. 3. improve the level of the text once students have finished creating text in groups, it makes a good improvement in the use of words and sentences 4. determined the topic in the creation of individual text, the topic needs to be determined. while the selected topic is a description of a person or something. 5. make a text make the text done by the student’ itself at home as homework. 6. discuss their text teachers give students time to consult their work. 7. apply the descriptive text apply descriptive text in front of the class by using a media doll. while performing the actions, carried out observations of student behavior associated with a given action can be detected by observing the extent to which changes to student behavior when compared before given the action. thus, it can be seen behavioral changes that indicate the creation of student interest and motivation, especially in descriptive monologues. it can also be known whether the implementation of actions by what was planned. observations were made in various ways, namely, assessment of student performance, charge sheet observation by the observer, and student assessment results to show her friends. this was done to obtain data on the behavior of students in the learning process associated with a given action. besides, to find out the results obtained values of students, to measure improvements in student learning outcomes. hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 77 table 2 research procedure cycle 2 action description 1. make a u-shape make a cycle of u-shaped arrangement of the bench was changed so that there are differences in an atmosphere that is expected to increase students' motivation. 2. make student on guard turn looks like a gathering of students raffled, so expect all students are always ready to perform. 3. make the student more active students who have not completed in the appearance of the cycle i was told to choose one friend who was chosen to help a friend who has not been completed to study together and to give guidance to make the data look better and be thorough. 4. give the assessment assess the student so that the teacher will know how far the student developed 5. interviewing the student interview the student after giving them an assessment so that the teacher will know what they will and won’t do to make their student better. collaborators and students' responses after the observation selection were done to obtain the data, then the data is processed and analyzed to eventually be used as a basic conclusion. researchers can discover whether or not held back or continue the study for the next cycle. when the poorer outcomes were unappropriated and the original plan has been established, then the next step to find the factors causing the failure or the failure to achieve the planned targets. table 3 data collection procedure action description 1. assessment sheet this assessment sheet is used to assess student performance on the oral form of a descriptive monologue delivered by the media puppet. things that are considered include: (content), (pronunciation), (fluency), (performance), and (creativity). 2. observations observations by researcher and observer, this observation is to see and observe student behavior associated with a given action. 3. field notes the field contains notes made by investigators during the action and the observer. 4. input from collaborators collaborators studied the activities of researchers and research activities of students during a class action. observations will be presented to researchers who will be discussed to make conclusions and determine the next steps. population and sample the subjects in this study were students of class vii.5 on smp 4 waru. it consists of 40 students consisting of 15 male students and 25 female students. this research was conducted hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 78 in the first half of the 2018 to 2019 school year. the study spoke about descriptive monologues using puppet media. data analysis data analysis techniques used are data reduction, data presentation, drawing conclusions, verification of reflection. 1) the reduction of data obtained from observations and questionnaires were written in the form of recorded data, are collected, summarized, and selected the subject, then look for patterns. so the recording of data is material. the data is then arranged more systematically, will find the basic stuff so much sharper. the observation makes the researcher record the data that is obtained when required. 2) presentation of data, the data were reduced and grouped in various patterns described in the form of words that are useful to see the whole picture or a particular section. the presentation of this data is written in the exposure data. 3) conclusion withdrawal, verification, and reflection. the data obtained were searched pattern, theme, relationships, or matters that often arise from the data is re-generated while the conclusion is called the findings of researchers. withdrawal of the findings of research conducted on the conclusion of the indicators of meaning or reflection is then performed to obtain the conclusion. the results do reflect conclusions or to determine the next action plan. the test results to measure student learning exhaustiveness processed using the formula: %100x alltpk lasttpk   as standard, the thoroughness of student learning are used to set the benchmark by 70% individually and 85% completeness in the classical style. this formula is used to determine how much development and improvement of students' speaking descriptive achieved. finding average (mean) the formula m = student score total total this formula is used to determine the development and improvement of cycle one descriptive speaking with other cycles. while the value of learning in the classical completeness per item valuation is 75%. so if in the classical for the mission (content) is 75% above the classical completeness is reached. table 4 category of speaking ability descriptive at class vii.5 smpn 4 waru interval criteria for speaking ability 91 – 100 81 – 90 70 – 80 60 – 69 50 – 59 very high high average low very low research on analytical results are written, analytical approach to the study by speaking into the descriptive aspects or specific categories to be more objective in the assessment. analysis of the elements of speaking is the (content), (pronunciation), (fluency), (performance), and (creativity). for practical purposes to determine the weight or size of servings for each element given the same weight based on the level of importance of each hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 79 element in the descriptive speaking. thus the more important elements are weighted higher. based on these individual elements are given descriptively speaking a maximum score of 100. research speaking descriptive elements, the researchers did was look for a minimum score of students who completed the provision of assessment as a benchmark the average for speaking descriptively as a result. formula r = 100 70 mumxscoremaxi r = score of at least the students thoroughly. table 5 elements of assessment of the maximum score and minimum score no. an element of the graded score maximum score minimum 1. 2. 3. 4. 5. content pronunciation fluency performance creativity 25 20 20 20 15 > 13 > 11 > 10 > 10 > 10 further reduction of the activities carried out the final inference is then followed by the verification or testing of scientific findings. research findings and discussion research findings the first action plan initial reflection is carried out by performing preliminary observations to determine the initial conditions conducted by the researcher and observer when teachers implement the teaching and learning process during the two-hour lesson. the results of the analysis of the initial reflection are used to determine the formulation of a plan of action that is the beginning of the learning strategy. subsequently, based on the results of reflection can be concluded that students are less skilled in speaking lessons, especially in descriptive monologues. speaking of learning activities are presented using descriptive monologue puppet media so that students are more motivated because the activities are fun. the steps that have been prepared to support the implementation of research or observations to improve the ability to speak to the student. first, it should develop and prepare a syllabus of learning instruments, leason plan (rpp), observation sheets, and pieces of research, determine the implementation schedule of the study, the first cycle will be conducted in two sessions, with the details of each meeting of 2 x 40 minutes (two periods), prepare students for research by asking students to prepare a monologue of descriptive text, home study and prepare the doll media, determine the theme of descriptive text, which describes someone or something, preparing students to be used to assess his form of pieces of paper the size of 5 x 10 cm which will be used to assess five of his friends and determine the best performance among these five, preparing a microphone (speakers) to be used for presentations. hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 80 before entering the first cycle of these, students have passed the specific exam. on the cycle, the researcher was a late stage of icot (individual construction of text) are presented with descriptive text media puppet. this presentation is a descriptive monologue, dialogue with the students to describe one's doll or something. students speak by themselves and also acts like a doll (representing talking doll). so every student prepares two different sounds. while the presentation, teachers or researchers in their evaluation. things that are judged are content, pronunciation, fluency, performance, and creativity. the score is given to the content (25), pronunciation (20), fluency (20), performance (20), and creativity (15). students who make observations and used as a jury to choose is the best student among every five performances. the way a safety sheet/assessment that contains the selected five of his friends one of the best score a minimum 60 and maximum value of 100. after the sheet is completed, the next sheet is replaced until all students are performing. so that at the end of the presentation was announced eight best students dressed audience preferred version. and for those who are selected will be called to the front of the class, being congratulated by the teacher and get a prize. 1. rusnati 70 2. marlon 80 3. sarah 75 winner: yuna 4. wahab 60 5. yuna 90 figure 1. examples of assessment the implementation of the action-1 the implementation of measures to be implemented-1 with a plan, to improving the ability to speak a monologue in the form of descriptive. cycle i consists of two meetings, with each meeting 2 x 40 minutes. actions were taken at each cycle. in cycle 1 make each student is ready to perform monologues descriptive presentation using puppet media, and then performed sequentially turn called by the number absent, another student was given the job to be a judge who participated assess his performance, the teachers share pepper to place judgment, valuation range is 60-100 to evaluate the student, every five times the appearance asked a classical teacher, who is performing best and then record it. students are given support and applause to cheer his friend who appeared, either before the presentation or after the presentation. researchers give judgment by the assessment form that has been prepared which consists of assessment content, fluency, pronunciation, appearance, and creativity, and the observer helps smooth the research primarily on classroom management and provide observations on the course of learning during research action takes place. observations action in cycle-1 based on observational data after a given action on a cycle, the research can reveal changes in the student changes. teachers should try to help the student by learning to use the media puppet speaking to motivate the students so they can develop a description that made more extensive and can talk more. make student courage growing, as evidenced by their appearance to talk while demonstrating the movement of time talking doll. tasks are assigned to assess his students that appear to make them pay attention to his appearance. students look bored because often saw the appearance of a cute friend. in addition to the above research results obtained by students after participating in the learning process by applying the doll media can be determined whether a descriptive hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 81 monologue speaking doll by using media to enhance the ability of students in grade vii smpn 4 waru. from the observation results of the assessment can serve researchers speaking descriptive monologue on the cycle i in table 6. table 6 capability assessment descriptive monologue speaking with the doll media cycle – 1 no name of student content (25) pronunciation (20) fluency (20) performance (20) creativity (15) total score summary 1 austina 15 12 12 12 10 61 no 2 alfin 15 14 13 13 12 67 no 3 aqidatul 16 12 12 12 10 62 no 4 aulia 23 15 13 19 14 84 yes 5 ayu 20 12 15 15 12 74 yes 6 ayu selly 15 12 12 12 10 61 no 7 bagus 21 16 15 19 13 84 yes 8 bagus setya 15 12 12 12 10 61 no 9 bintari 23 16 18 17 14 88 yes 10 dia 20 14 14 12 11 71 yes 11 diana 22 15 15 12 13 79 yes 12 dita 23 18 19 18 12 90 yes 13 dita ari 20 16 16 17 13 82 yes 14 doddy 15 13 14 15 10 67 no 15 ernesto 17 13 14 14 12 70 yes 16 fidya 24 18 17 19 13 91 yes 17 genemart 15 15 15 15 12 72 yes 18 guruh 20 15 15 12 9 71 yes 19 haris 22 17 16 18 12 85 yes 20 harmadi 15 15 12 15 10 67 no 21 hasril 22 17 16 17 14 86 yes 22 herlambang 15 15 15 15 10 70 yes 23 intan 23 18 18 17 14 90 yes 24 khabibul 20 15 16 18 12 81 yes 25 m. khoirul 15 15 15 15 10 70 yes 26 m. mukharrabin 16 15 14 16 13 74 yes 27 marlinda 20 17 18 19 14 88 yes 28 nasir 15 12 12 12 10 61 no 29 nisyadea 22 16 16 18 14 86 yes 30 nurul 20 17 17 18 13 89 yes 31 okky 22 18 18 18 15 90 yes 32 ovitya 15 15 15 13 10 68 no 33 permata 21 18 18 18 15 90 yes 34 putri 23 17 17 18 14 89 yes 35 rhanita 23 16 16 16 13 84 yes 36 rismana 16 15 15 15 13 74 yes 37 rizka 20 15 15 15 14 79 yes 38 reza 15 12 12 13 10 62 no 39 tiurma 17 16 15 15 12 75 yes 40 febri 15 12 12 12 10 61 no total score 751 601 599 619 479 76,7 average maximal score 1000 800 800 800 600 score % 75% 74,8% 74,8% 77% 79% from table 6, it can be seen the capability assessment descriptive monologue speaking with the doll media cycle-1. the researcher divided the subjective into 5 categories which are content, pronunciation, fluency, performance and creativity. and then the hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 82 researcher shows the value of the student from the lowest until the highest. there is 13 student with the lowest value in content subject with 15 points. and only 1 person with the highest point with 24 points. in pronunciation subject, there is 8 student with the lowest value which is 12 point. and 5 students in the highest value which is 18 points. next is fluency subject which has 8 students in the lowest value which is 12 points. and only 1 student with 19 points which is the highest value in fluency subject. the performance subject also has the lowest point in 12 and it is from 9 students, while their highest point is in 19 from 4 students. the last subject is creativity, it has 8 students with 12 points which is the lowest point and 2 students with 15 points for the highest point. table 7 frequency distribution pre-test i speaking ability descriptive monologue with the process of learning using the doll media interval class frequency criteria percentage 91 – 100 81 – 90 70 – 80 60 – 69 50– 59 1 16 12 11 0 very high high average low very low 2,5% 40% 30% 27,5% 0% total 40 100% from table 7 it can be presented analysis assessment criteria and achievement of completeness. the level of content reached 75%. this indicates that the student has understood the content of the descriptive text to be delivered. and completeness in the classical style has been reached. the level of pronunciation reached 74.8%. completeness in the classical meaning has not been reached so that a need for exercise to say the words (vocabulary) appropriate for a descriptive study. the level of fluency reached 74.8%. this shows that the completeness in the classical style has not been achieved. students should prepare by practicing at home before the presentation. the level of performance reached 77%, meaning that the completeness in the classical style has been reached. the level of creativity reached 79%. completeness means that the classical style of learning has been achieved. and indicates that the student is quite creative. the data value frequency distribution of descriptive monologue speaking skills in the learning process that uses a puppet media can be summarized as descriptive monologue speaking ability levels who obtain very high criteria there are 1 student and reach a percentage of 2,5%, descriptive monologue speaking ability levels who obtain high criteria there were 16 students and reach a percentage of 40%, descriptive monologue speaking ability levels who obtain average criteria there were 12 students and reach a percentage of 30%, descriptive monologue speaking ability levels who obtain high criteria there were 11 students and reach a percentage of 27,5%, there are no student whose the value is very low. the results of his research students to the appearance of eight people selected the best students dressed in speaking the next lesson they called "the best performance eight" in cycle i, namely: 1) aulia gheasari, 2) binary atmanegara, 3) dita anggraeny permatasari, 4) fiya ayu safitri, 5) intan mustika wati, 6) nisyadea bachara putri, 7) permata putri ismah ariani, 8) rizka primadita wardani. they called to the front of the class to get the congratulations and gifts. the reflection of cycle -1 based on the data analysis of student achievement in learning descriptive monologue speaking with the media puppets can be concluded that the cycle of learning in the classical completeness i've reached 85%. but several things still need improvement include: a) the hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 83 use of simple present tense is still not quite right, b) contents in descriptive monologues delivered by the students, most of which are less precise and there is still need the example, c) seating positions of students need to be modified to avoid monotony, d) there are still some students who aren’t different two sounds, e) some students are less prepared for presentation, need to be assisted by a friend who idolized, f) some students do not bring their dolls so it appears less than the maximum, g) at the time of the doll can turn to speak (represented by the students themselves) doll is not moved. the things mentioned above will be fixed in the second cycle of action. the action of plan -2 the preparation of the second cycle at a meeting or two-hour lesson. on the occasion of two hours was used to prepare the things to be done on the second cycle. actions carried out based on these cycle deficiencies specified in the activity of cycle i. deficiencies that occur in the cycle i that the student should not use simple present tense which is still not quite right. contents in descriptive monologues delivered by the students, most of which are less precise and there is still need an example, seating positions of students need to be modified to avoid monotony, there are still some students who are not two different sounds, some students are less prepared for the presentation, some students do not bring their dolls, so it appears less than the maximum, at the time the doll can turn to speak (represented by the students themselves) doll is not moved. there are also the steps which taken by researchers to correct these deficiencies: tell us about the form of simple sentences in the present tense or present tense, and students are trained to use it, the teacher gives an example (modelling) of a descriptive monologue by using puppets, namely: open with a greeting (greetings) to greet classmates, delivering the content of the dialogue in which there is a descriptive element, which describes someone or something of the existing deficiencies in the cycle i, then that will be done later in this cycle are: change seating positions of students in half circle to give a more fresh than usual, students whose value has not been fully prepared to choose a friend that i idolized in the performance cycle, then the teacher asked the boy who idolized them to teach or study together for the next monologue presentation, expected of all students bring their dolls, expected of all students using two different voices, one for himself to another for her dolls, at the time explaining the doll was telling you, the doll is moved, to be clearer about who is talking, closed by the cover, for example: ok friend, that's all, thank you for your attention. see you ... implementation of the action at the cycle-2 actions are taken by the planning cycle to improve the student's skills in basic competencies speaking primarily descriptive monologue using the media puppets. cycle ii consists of two meetings, or 2 x 2-hour lesson, with the implementation of the following: the teacher started the lesson by opening activities, the seating position is transformed into a half-circle, students who have graduated have been guided by other student idolized, all students have brought their dolls, teachers have been preparing lots for determining the appearance of a turn, the teacher has prepared complete assessment sheets relating to the content, pronunciation, fluency speech, appearance, and creativity, also, be prepared to be used by students to assess their friends to determine the best performance. observations in the cycle-2 the observation can present the results of the study investigators descriptive monologue speaking in the second cycle in table 8. hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 84 table 8 capability assessment descriptive monologue speaking with the doll media cycle no name of student content (25) pronunciation (20) fluency (20) performance (20) creativity (15) total score summary 1 austina 20 17 16 17 14 84 yes 2 alfin 18 14 16 14 13 75 yes 3 aqidatul 20 14 15 17 13 79 yes 4 aulia 24 17 18 17 14 90 yes 5 ayu 19 17 15 16 12 79 yes 6 ayu selly 18 15 14 13 12 72 yes 7 bagus 20 15 15 16 14 80 yes 8 bagus setya 18 15 16 16 13 78 yes 9 bintari 21 16 16 17 14 84 yes 10 dia 21 14 14 12 11 72 yes 11 diana 20 14 14 14 13 76 yes 12 dita 21 17 17 17 14 86 yes 13 dita ari 21 16 16 17 13 83 yes 14 doddy 18 16 16 16 13 79 yes 15 ernesto 17 14 14 15 12 72 yes 16 fidya 21 17 17 18 14 87 yes 17 genemart 15 12 12 12 10 61 no 18 guruh 18 15 16 13 12 74 yes 19 haris 21 16 17 17 13 84 yes 20 harmadi 20 17 15 16 13 81 yes 21 hasril 18 16 16 15 13 78 yes 22 herlambang 20 16 16 16 13 81 yes 23 intan 22 18 19 16 15 90 yes 24 khabibul 18 17 16 18 13 82 yes 25 m. khoirul 18 15 16 13 12 74 yes 26 m. mukharrabin 17 16 17 16 13 79 yes 27 marlinda 22 17 17 19 14 89 yes 28 nasir 15 12 12 12 12 63 no 29 nisyadea 24 19 18 16 13 90 yes 30 nurul 20 17 16 17 14 84 yes 31 okky 21 17 16 18 14 86 yes 32 ovitya 18 16 16 15 13 78 no 33 permata 22 18 18 18 15 91 yes 34 putri 21 18 18 19 15 91 yes 35 rhanita 20 15 16 17 14 82 yes 36 rismana 19 16 16 16 13 80 yes 37 rizka 20 16 16 17 13 82 yes 38 reza 17 14 12 12 13 68 no 39 tiurma 20 16 15 16 13 80 yes 40 febri 18 15 14 14 12 73 yes total score 782 632 629 630 524 79,9 average maximal score 1000 800 800 800 600 score % 78,2% 79% 78,6% 78,7% 87,4% from table 8, the analysis can be exposed to the assessment criteria and achievement of completeness as follows: level of (content) reached 78.2%. this indicates that the student has understood the content of the descriptive text to be delivered in the classical style and thoroughness has been achieved, the level of (pronunciation) reached 79%. mean completeness in the classical style has been reached, the level of (fluency) reached 78.6%. this study shows that the completeness in the classical style has been reached, the level of (performance) reached 78.7%, meaning that the completeness in the classical style has been hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 85 reached, the level of (creativity) reached 87.4%. completeness means that the classical style of learning has been achieved and shows that students are quite creative. the data obtained from table 8 of the assessment of student ability in cycle 2 can be made into a frequency distribution table in table 9. table 9 frequency distribution post-test ii speaking ability descriptive monologue with the process of learning using the doll media interval class frequency criteria percentage 91 – 100 81 – 90 70 – 80 60– 69 50 – 59 2 17 18 3 0 very high height average low very low 5% 42,5% 45% 7,5% 0% total 40 100% from table 9, it can be summarized as follows: descriptive monologue speaking ability levels who obtain very high criteria there are 2 students and percentage of 5%, descriptive monologue speaking ability levels who obtain high criteria there are 17 students and percentage of 42,5%, descriptive monologue speaking ability levels who obtain average criteria there are 18 students and percentage of 45%, descriptive monologue speaking ability levels who obtain low criteria there were 3 students and percentage of 7,5%, descriptive monologue speaking ability levels who obtain very low criteria doesn’t exist, and percentage of 0%. in speaking with the puppets, descriptive monologue on-2 cycle to achieve completeness in the classical act is as high as 95%. student assessment of the performance of his elected eight people with the best performance, namely: 1) aulia gheasari, 2) bintari atma negara, 3) fidya ayu safitri, 4) intan mustika wati, 5) nisyadea bachara putri, 6) okky arisandy s., 7) permata putri ismah ariani, 8) putri ayu wulandari. at this time there is the appearance of two students who got the best-looking assessment of the achievement of this descriptive monologue, which is okky arisandy s and putri ayu wulandari. of the eight students are researchers gave the highest value for the putri ayu wulandari, because also she can speak fluently, she can animate to amaze the audience (other students). eight students were given a gift of congratulations and sweets. from the results of student, questionnaires can be concluded that learning to use the media puppets speaking quite effective for improving students' abilities. the reflection cycle-2 results from the analysis of data on the level of descriptive monologue speaking with the media and the acquisition of dolls and the average level of completeness of students in the second cycle of the increase occurred. thus it can be concluded that through the application of speaking ability use of the doll media at class vii.5 smpn 4 waru be increased. the finding that occurs in the first cycle during the action and observation of one conducted by researchers, found that the following matters: the first cycle on most students still seem undecided in the learning process is hindered and takes a long time to explain things that are still in doubt. learning conditions and problems that occur students at grade vii.5 smp 4 waru that is most difficult to speak the english language (speaking), so take a medium of learning that can enhance their ability to speak. class conditions there are still many students who are busy, indifferent, roads to and fro, and some students are sleepy. hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 86 troubleshooting efforts in finding a place in the cycle i to improve student motivation and learning outcomes in speaking of material, then the efforts of researchers after finding deficiencies that occur in the first cycle is: briefed again about the matter in greater detail the procedures and provide an opportunity to ask something that does not understand the material in cycle i. enhance and direct how the correct steps to learn how to improve speaking skills with the media puppets descriptive monologues. cooperative approach, for students who are lazy and less creative in the following english language learning. for example, motivates that english is very useful for their future and provides a solution for why it is difficult to present a descriptive monologue speaking use the doll media. streamline group collaboration by combining brilliant student peer tutors and students who are low achievement, so that cooperation is established, take care in completing the task. students have difficulty in forming words, to overcome the second cycle is used before the presentation made the communicative approach, so the students know in advance a wide range of subject vocabulary to be used. cycle ii presentation of the results of descriptive monologue in the second cycle the average value of 81.75 while in the cycle i was 75.9. from these data, there is a gain of 5.85. thus the results obtained are consistent with the hypothesis proposed action, namely the use of appropriate media dolls can improve the ability to speak in descriptive monologues vii.5 grade students of smp 4 waru. the finding that occurs in the second cycle during the actions and observations made to the two researchers, found that the following matters: a) in general, the second cycle students are encouraged more creative because they create the food and beverage whose name is up to students to be more challenging and interesting, b) conditions and problems in the second cycle of learning that occur on grade vii.5 smp 4 waru most students can speak the english language. c) classroom conditions are conductive, there are one or two students who do not bother. but in the classical style is conducive. troubleshooting efforts in finding a place on the second cycle in the second cycle, students are given the choice of an incomplete clever friend who is idolized to become peer tutors. students who are willing to be appointed to guide his friend asked if incomplete. if there is an agreement then they became teammates who are successful or not depends on their cooperation. students who are good to feel appreciated and tried to guide his friend who did not complete for its ability to increase and eventually got better grades and thorough. the development of descriptive monologue speaking ability table 10 descriptive monologue speaking ability level in cycle i and cycle ii interval class frequency cycle i frequency cycle ii summary 90 – 100 77 – 89 65 – 78 53 – 64 41 – 52 4 15 15 6 0 5 24 9 2 0 up up total 40 40 hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 87 development of the average value and the level of thoroughness table 11 average values and thoroughness student in cycle i and cycle ii no. the elements cycle i cycle ii summary 1. the average value 76,7 79,9 up 2. level of thoroughness learning 34 38 up based on analysis of data on the development of speaking skills (speaking) descriptive monologue using puppets in the media cycle i and cycle ii it can be concluded that the ability of students in grade vii.5 smp 4 waru increased. discussion based on preliminary observations made by researchers in the classroom during the learning process the data obtained and the conditions of learning problems that occur at grade vii.5 smp 4 waru is most difficult to speak the english language (speaking), so it takes a media learning can improve their ability to speak. based on existing conditions, then this action research plan for learning to speak in descriptive monologues is used by the original media. this is done by the researcher that the students interested and motivated in learning and learning outcomes of students grade vii.5 smp 4 waru will increase. learning to speak monologues descriptive emphasis on active student activities, creativity, and skills in a focused attitude of an object or text to be discussed or presented in class with attention to issues of content, pronunciation, fluency, appearance, and creativity. in the preliminary stages of research trying to spark the curiosity of students through active discussion between teachers and students, pupils and students on matters relating to descriptive monologue, and as a facilitator is a good teacher and student (peer tutors). while consolidating all of the ideas developed by students are discussed, clarified, and integrated. the results are used as a feedback discussion and descriptive monologue tasks students are prepared to present in a monologue spoken text (individual) to determine the ability of each student. cycle i in cycle i on some students still looked doubtful, so the learning process is hindered and takes a long time to explain things that are still in doubt. the next stage of teachers to form groups within each group-group there is a good student peer tutor. through peer, tutors expected students who still have doubts can ask freely to their smarter friends. based on this observation, the students presented a descriptive monologue is still in doubt, although there are students who can look good and confident. this is evidenced in the cycle i am not completed by 10 students or 25%, and students who complete 30 or 75%. these data indicate that the cycle i did not complete in the classical style as the standard set was 85%. conclusion based on the results of the study on class action research can find out that the results of the data analysis above, research showed an increase in the grades of its main students at the "highly competitive" level which was initially 2.5% to 5%, and at the level "from 40% to 42.5% and there was a decrease in low tilapia which was initially 27.5% to 7.5%. this can reinforce the importance of the use of puppet media in improving grades and motivating hadiyansah using puppet media in ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2020. vol.7 no.2 | page 88 students. so, variable research such as combining puppet media with other media will be better. and strengthening of data analysis to improve the evidence of research to convince the reader by results of the research. references bakhsh, s. (2016). using games as a tool in teaching vocabulary to young learners. english language teaching 9(7): 120-127. bhima, s. (2019). improving speaking skill by using fingers puppet as media at second grade of smp pmds putri palopo [unpublished master thesis]. english study program: state islamic institute of palopo. blatner, a. (2009, july 15). role playing in education. retrieved september 20, 2012, from http://www.blatner.com/adam/pdntbk/rlplayedu.html. brown, h. (2001). teaching by principles: an interactive approach to language pedagogy (second edition). new york: pearson education. dwi, n. (2014). the use of some term of ‘chaotic ages’ online game as the slang of gamers [unpublished master thesis]. english education department: stkip pgri sidoarjo. dwi, n. (2018). a comparative analysis between personal pronouns in english and madura language [unpublished master thesis]. english education department: university of islam malang. harmer, j. (2007). how to teach english. harlow: pearson education limited. hasanah, y. (2019). implementasi strategi bermain peran dengan stik boneka untuk meningkatkan kreativitas dan kemampuan berbicara bahasa inggris. realita, 17: 5973. hayatun, f. (2018). improving students’ speaking skill and motivation by using hand puppets show media. english education journal, 9: 216–28. koshy, v. (2005). action for improving practice. london: sage publishing, inc. made, s. (2019). penerapan metode bercerita menggunakan boneka tangan untuk meningkatkan kemampuan berbicara anak usia dini. realita 4: 648-53. nuruzzakaria, d. (2016). meningkatkan kemampuan berbicara anak melalui metode bercerita dengan media boneka jari pada kelompok a di ra miftahul ulum suren ledokombo tahun pelajaran 2015/2016 [skripsi tidak ditertibkan]. pendidikan bahasa inggris:universitas muhammadiyah jember. peristiwandari, p. (2012). pengaruh penerapan media boneka tangan terhadap keterampilan bercakap-cakap bahasa mandarin siswa kelas 2 sd godwins school surabaya. jurnal clyptra 1: 1-7. setiawati. (2016). using puppet as media to increase the children vocabulary.” jurnal pendidikan 8(2): 257–69. tamah, s. (2011). jigsaw technique in reading class of young learners: revealing students’ interaction [unpublished master thesis]. english education department: widya mandala catholic university. yolanda, d., & hadi, m. (2019). using puppet games in teaching speaking for tenth graders of senior high school. english language in focus (elif) 2(1): 1-10. http://www.blatner.com/adam/pdntbk/rlplayedu.html jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.150-159 doi:10.33394/jo-elt.v9i2.6343 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 150 the integration of multimodality in efl classes: students’ perception #1 khalif arfazul ilmi, *2 dian novita dewi #1 undergraduate students, faculty of cultural studies, universitas brawijaya, indonesia *2 english lecturer, faculty of cultural studies, universitas brawijaya, indonesia corresponding author email: khalifarfazul@student.ub.ac.id a b s t r a c t s a r t i c l e i n f o technology has greatly influenced education in the twenty-first century. multimodal teaching is one of many classroom methods brought by technology. however, only a few studies have been conducted on how to create a multimodal pedagogy to assist efl students in enhancing their language skills. therefore, the purpose of this study was to investigate the perceptions of high school english students regarding the integration of multimodality into english classroom practices. participation in this study was determined using a random sample. data was gathered from 100 high school students in sma panjura, malang. these students have experienced using multimodal in their learning process for six weeks. in this research, a quantitative method with a survey research design was chosen. the data were analyzed using spss 24 and the data was presented descriptively. the study revealed that the majority of students had a positive attitude toward the implementation of multimodality in their learning process in response to the characteristics of current students. article history: received: november, 2022 revised: november, 2022 published: december, 2022 keywords: multimodality, efl, english language teaching (elt), how to cite: ilmi, k., & dewi, d. (2022). the integration of multimodality in efl classes: students’ perception. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 150-159. doi:https://doi.org/10.33394/jo-elt.v9i2.6343 introduction rapid advances in science and technology transformed human communication. it has influenced our culture to become increasingly visual. the use of images, colors, gestures, and other nonverbal cues enables people to communicate and construct meaning through all mediums. thus, people obtain, interpret, and transform messages differently (short, kauffman, & kahn, 2000). this impacts all aspects of life and revealed certain complexities in the educational context. it has evolved education into one of the most significant issues facing this disruptive era. understanding the importance of newly acquired skills and the need for students to be able to use technology to interact and communicate on a daily basis, the concept of english literacy education should be modified to meet the needs of modern students, and the practice must be adapted to be more flexible to current situations. hence, teachers should shift their literacy concept and pedagogical strategies, as well as contextualize classroom activities with real-world examples (navehebrahim, 2011). therefore, traditional competencies are insufficient to face the complexities of the current world. to fulfill this demand, the practice of teaching and learning the english language should be shifted to be more adaptable to the current situation and students' needs. mailto:khalifarfazul@student.ub.ac.id ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 151 experts in education have always been interested in the characteristics of students in digital era, as well as the goals and motivations underlying their behavior, actions, and processes. camarillas and garcia (2016) acknowledged that students in digital era learn a new language through a combination of kinesthetic, auditory, and visual learning strategies. moreover, kizil (2017) defined the characteristic of student in digital era is a multitasker who prefers images, sounds, and videos over text relies on non-linear elaboration, accesses information via a variety of media, and favors simultaneous interactions. it requires students to use technology not only to communicate and interact with one another but also to demonstrate their understanding through a variety of modes of interaction. (hart, 2017). therefore, in order to help students learn, teachers must employ appropriate strategies, optimize teaching methods, and adapt to their students' needs and characteristics. recent studies have considered multimodality to promote learning skills in modern students' characteristics. multimodality is a communication and social semiotics theory. it refers to the use of two or more modes of communication within a single text to convey and create meaning (the new london group, 1996). kress (2010) defined multimodal as involving collaborative interpretation of visuals, videos, graphics, animations, sounds, music, gestures, and facial expressions to produce meaning. moreover, hull and nelson (2005) stated multimodality could conveys a unique message that could not have been conveyed as effectively through the use of each mode separately. in conclusion, multimodality refers to any type of representation or communication that employs multiple modes to convey its meaning. it utilizes all the meaning-making resources that people use in different contexts (visual, spoken, gestural, and others) and develops methods to demonstrate how these are organized to produce meaning. therefore, teachers should be able to understand the importance of multimodality and have the competencies required to implement multimodal practices in classrooms for academic and social purposes. as stated by lim (2017) that teachers should be able to employ a variety of learning strategies, including the combination of semiotic resources. multimodality has gained popularity in the efl field due to its ability to improve english students' skills. teachers have the opportunity to explore their instructional potential because multimodal broadens pedagogy. multimodality promotes reflective, imaginative, and higher-order thinking. contrary to conventional teaching, it can support student engagement and intellectual quality (haren, 2010). moreover, li (2020) stated multimodal empowers, engages, and expands students' knowledge and digital learning. with its emphasis on multimodality, the multiliteracies approach focuses on the acquisition of a wider range of literacy skills than the traditional learning process. the multiliteracies approach improves literacy education by incorporating multiple modes of communication. even though some modes may be more dominant than others and probably occur concurrently, each has a unique characteristic that generates distinct meanings or communicative activities. as stated by walsh (2010), the use of multimodal in language learning affects the characteristics of reading, writing, speaking, and listening skills. in addition, jewitt (2008) stated that multimodality allows students who are discouraged by linguistically-focused teaching to experience learning in ways that feel the most pleasant to them. therefore, multimodality provides students who are not linguistically oriented with a broad range of learning methods. as stated by schewe (2002), the variety of modes used to instruct a language skill, the more motivated the student will be to comprehend and retain it. hence, multimodality in english language learning may generate useful implications for teachers (especially in efl context) that can maximize the benefits of technology and new literacy for learning. through the use of multimodal, students can expand their interpretive abilities beyond cognitive processes. previous research studies with various designs and paradigms have been conducted to determine how multimodality influences in efl classes. a study by sakulprasertsri (2020) ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 152 examined the perspectives of thai university english instructors and undergraduate students regarding the use of multimodality in english classrooms. it was discovered that students' language skills were improved and that they were better able to apply their knowledge and skills in practical situations when exposed to multimodal content. moreover, varaporn and sitthitikul (2019) investigated the effects of multimodal on thai university students' critical reading ability and perceptions. it was found that students' motivation increased as they become more engaged in a class that employs multimodal. considering the affordances of multimodal in efl context, this study aims at determining how multimodality helps students improve their english in terms of 21st-century learning, as well as the benefits and challenges perceived by students after receiving multimodal implementation. research method research design to investigate students’ perceptions on the integration of multimodality in efl classes, a survey was conducted. ponto (2015) mention that survey research was to gather information efficiently about the characteristics of a large number of individuals’ interest. during the study, a number of procedures are conducted. the steps include preparing the instrument by creating a questionnaire. the questionnaire entry relates to student perspectives of students on how different multimodal modes influence their willingness to learn english. the questionnaire contains 24 statements adapted from peng (2019). the statement is comprised of five aspects in multimodal teaching such as audio/video, visual design, voice/facial expression, gestures, and spatial motion. population and sample this research was taken place at sma panjura, malang. the reason for choosing the school was because this school was one of the schools that required the students to active in use english. therefore, it was important to conduct this study to discover students' views on the integration of multimodality in efl classes. the population of the study consists of 100 students who participated in a multimodal approach for six weeks in the classroom. participation in this study was determined using a random sample. the participants have been instructed by a variety of teachers with a variety of teaching styles with multimodal approach. instruments to prevent confusion among students as they responded to the survey, it was written in bahasa indonesia. google form was used to distribute the questionnaire to students, who were instructed to choose one of the following responses: strongly agree (sa), agree(a), disagree(d), and strongly disagree(sd). after that, the questionnaire was validated by the experts. the relevancy between the questionnaire items and the research goals was checked and the result revealed that the questionnaire items were valid to be given to the participants. the calculation result was then interpreted in the context of the study question and the theoretical review. data analysis the information obtained from the students' completion of the questionnaire was organized and interpreted with the relevant theories. the data were analyzed using spss 24 and the results were presented descriptively. research findings and discussion research findings in this section, the findings and discussion will be presented. students' perceptions of multimodality learning strategies in english as a foreign language (efl) classes have been ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 153 summarized as percentage tables based on the results of research questionnaire given to 100 students. the results of 24 questions representing students' perspectives on the integration of multimodality in efl classes focused on five indicators: audio and video, visual design, voice, and facial expression, gesture, and spatial placement. the data is presented descriptively using a mean score of students’ responses in table 1. table 1 descriptive statistics n minimum maximum mean std. deviation visual design 100 2.00 4.00 3.2020 .54048 audio/video 100 1.80 4.00 3.2540 .59822 voice/expression 100 1.60 4.00 3.1980 .57384 gesture 100 1.50 4.00 3.0575 .56726 spatial position 100 1.80 4.00 3.0200 .56889 valid n (listwise) 100 from the descriptive statistic, it is shown that there are 100 students who participated in this study. for the visual design, the mean score is at 3.20 with the minimum score of 2.0 and maximum score of 4.0 while audio/video, the mean score is at 3.25 with the minimum of 1.8 and maximum of 4.0. it can be concluded that visual design as a multimodal component has a positive impact on students, but less influence than other visual modes such as audio/video. moreover, in terms of voice and facial expression, the mean score is at 3.19 ranges from 1.6 to 4.0. students were also affected by teachers who exhibited a wide range of vocal expressions and played with their facial expressions while they were teaching. the other aspects are gesture with the mean score 3.05 and spatial position with the mean score 3.02 while the minimum score of 1.5 for gesture and 1.8 for spatial position as well as maximum score of 4.0 for both indicators. due to their similarity, these two indicators also play a crucial role in learning. whether it will be overused and lose its efficacy, or whether it can be utilized with caution. the results showed that the mean score for all indicators leans toward the maximum score, indicating that students have a positive view toward visual design, audio and video implementation, voice and facial expression, gesture, and spatial position in the integration of multimodal in efl class. it is necessary to analyze the constructs of each of the five major indicators in order to understand the students' perspectives on them. regarding the integration of audio and video, there are five factors to consider: learning interest, pronunciation ability, useful information, attention, and comprehension. the data are presented in figure 1. figure 1. students’ responses toward the use of audio and video 49 42 40 40 41 38 44 44 43 43 12 12 14 15 14 1 2 2 2 2 0% 20% 40% 60% 80% 100% promoting comprehension promoting attention useful information supporting pronunciation stimulating learning interest audio/video strongly agree agree disagree strongly disagree ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 154 based on the data in table 2, all of the items have a high percentage of positive responses, with 41% strongly agree and 43% agree for stimulating learning interest, 40% strongly agree and 43% agree for supporting pronunciation skill, and 40% strongly agree and 44% agree for providing useful information. in addition, 42% strongly agree and 44% agree in regards to promoting attention, while 49% strongly agree and 38% agree in regards to their comprehension. this suggests that the majority of students believe that integrating video and audio can stimulate learning interest, improve pronunciation skill, provide useful information, increase learning attention, and improve their comprehension. integrating visual design with powerpoint and images involves five aspects: enhancing comprehension, stimulating interest, illustrating the material, and exerting a stronger influence on the powerpoint template and colors for students. the data are presented in figure 2. figure 2. students’ responses toward the use of visual design regarding visual design, all items have a high percentage of strongly agree and agree responses, indicating another positive response: 34% strongly agree and 48% agree that images can help students illustrate the material, 52% strongly agree and 27% agree that images stimulate their interest in learning, and 38% strongly agree and 40% agree that images enhance their comprehension. moreover, regarding powerpoint, 36% of students strongly agree and 51% agree that colors help them focus, while 34% of students strongly agree and 49% agree that the template helps them focus. this indicates that the majority of students believe that integrating visual design can better illustrate the material, stimulate more of their interest, promote more comprehension, and the templates and colors might influence their learning focus. the indicator voice and facial expression encompass loudness of voice, smile, eye contact, variety of tones, and variety of vocals. the data are presented in figure 3. 34 36 38 52 34 49 51 40 27 48 16 11 21 18 17 1 2 1 1 1 0% 20% 40% 60% 80% 100% template helps to focus colors helps to focus images promotes comprehension images stimulate interest images illustrate material visual design strongly agree agree disagree strongly disagree ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 155 figure 3. students’ responses toward the use of voice and facial expression there is a high proportion of both strongly agree and agree responses for each item comprising the indicator of voice and facial expression. there are 34% strongly agree and 31% agree that a teacher with a loud voice could distract students. 31% strongly agree, while 46% agree that students prefer a teacher who smiles while talking. 43% strongly agree and 42% agree that maintaining eye contact with students is important. in addition, 39% strongly agree and 36% agree that students prefer teachers with a variety of tones, while 42% strongly agree and 40% agree that teacher who has vocal variety is preferable. this indicates that the majority of students believe that loudness of voice, smile, eye contact, as well as tone and vocal variety included in voice and facial expression are essential for multimodal integration in efl classes. when it comes to gesture, there are four factors that have the potential to influence it. these factors are learning distraction, interest, attention, and comprehension. the data are presented in figure 4. figure 4. students’ responses toward the use of gesture 42 39 43 31 53 40 36 42 46 31 14 22 13 21 15 4 3 2 2 1 0% 20% 40% 60% 80% 100% vocal variety tone variety maintain eye contact smile while talking loudness of voice voice and facial expression strongly agree agree disagree strongly disagree 25 35 35 30 36 44 46 56 35 18 19 12 4 3 0 2 0% 20% 40% 60% 80% 100% facilitate understanding attracts attention stimulates interest learning distraction gesture strongly agree agree disagree strongly disagree ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 156 the result shows that every item has a high percentage of strongly agree and agree responses, indicating that the majority of students have positive views. in terms of learning distraction, 31% of students strongly agree and 56% agree that gestures can be distracting. furthermore, 35% strongly agree and 46% agree that gestures stimulate their interest; 35% strongly agree and 44% agree that gestures attract their attention, and 25% strongly agree and 36% agree that gestures facilitate their understanding. this indicates that the majority of students believe that gesture plays a significant role in their learning, for instance, if a gesture is performed incorrectly, it will distract them from their studies. however, if the gesture is suitable, it can stimulate students' interest, attract their attention, and assist them in understanding the material. as for spatial position, five aspects are measured, including excessive movement, the distance when explaining the material, the distance when speaking to students, stand closer, and teaching while standing in the center of the classroom. the data are presented in figure 5. figure 5. students’ responses toward the use of spatial position the data indicate a high proportion of strongly agree and agree responses, with 34% strongly agree and 27% agree that too much movement will distract students' attention, 33% strongly agree and 49% agree that students prefer teachers who stand close when explaining, and 33% strongly agree and 51% agree that teachers should move closer to students when they are talking. furthermore, in terms of standing closer to the students, 34% of students strongly agree and 39% agree, whereas 25% of students strongly agree and 44% agree that they prefer teachers who frequently go to the middle of the classroom. this indicates that the majority of students believe that excessive movement will be a distraction to their learning, that students prefer a closer distance when the teacher is explaining, and that students prefer the teacher to move closer when talking. the same holds true for their preference for teacher who frequently goes in the middle of the classroom. discussion based on the findings above, suggest that multimodal strategies play an essential part in learning english. multimodality has a vast scientific scope. in addition, multimodality expands the variety of teaching methods, theories, and learning models. consequently, the purpose of this study is to investigate how multimodality can be utilized to assist efl students in enhancing their language skills. the findings indicate that the students consider 25 34 33 33 33 44 39 51 49 27 28 25 13 16 34 3 2 3 2 6 0% 20% 40% 60% 80% 100% in the midle of the class stand closer distance when speaking distance when explaining moving distracts learning spatial position strongly agree agree disagree strongly disagree ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 157 the integration of multimodality as their learning method positively. the data indicate that multimodality can be an effective strategy for enhancing students' english skills. the findings indicate that the students consider the integration of multimodality as their learning method positively. the data indicate that multimodality can be an effective strategy for enhancing students' english skills. according to the results, students were more likely to learn from audio/video because it provided a more detailed description than powerpoint templates and images. these findings could be implemented in an english as a foreign language (efl) classroom. teaching a foreign language requires more linguistic input than other subjects, which can be achieved by using audio/visual materials like english films, podcasts, and youtube videos. it asserts authentic, contextualized language usage and stimulates the senses of students. it has been proved that incorporating audiovisuals into the classroom increases students' engagement, enthusiasm, and motivation to learn english by showing how the language is used in its contexts. however, it was discovered that spatial position was less than ideal. students' relatively low scores indicate that they did not perceive interpersonal proximity. it is more difficult for teachers to get to know each student on an individual level in large classes. moreover, it was revealed that students were profoundly affected by the verbal tone and facial expressions of their teachers. these modalities related to teacher immediacy behaviors, such as a wide range of tone in their voices, eye contact, and smiling. this finding revealed that teachers can utilize a variety of vocal and facial expressions to convey interpersonal closeness and warmth, which in turn conveys teacher support and assists students in learning. due to the positive perceptions of gestures and spatial position in english classes, teachers can maximize multimodal learning by employing head nods, hand gestures, body language, and spatial position in order to establish attachment with students and stimulate their learning. the findings can help teachers understand the effects of these modalities on students, which is significant given that these effects are fleeting and easily overlooked. since adult students are more adept at interpreting nonverbal cues than their younger students, it is crucial for language teachers to be proficient in gestures to avoid stifling their desire to learn. this is because adult language learners are more likely to express themselves through gestures. as suggested by the present findings, language instructors can encourage efl student communication by using gestures and verbal messages. the findings of this study must be interpreted with caution. even though each of the five dimensions was evaluated with a different item, it was never meant to be said that these methods were independent of each other. on the other hand, these methods often overlap with one another. nonetheless, this quantitative approach cannot be used to gain a comprehensive understanding. instead, observation and qualitative research are required. more research must be conducted on the various types of multimodal pedagogies, which offer a wealth of semiotic resources and may help efl students improve their english proficiency. conclusion this study examines actual classroom practices and students' views on multimodality in english classrooms. the modes of instruction utilized in the classroom and the incorporation of multimodality by teachers in english classroom practices were identified. from the research findings, it can be concluded that multimodality has a positive effect on students' ability to comprehend the material and create an authentic learning environment. in addition, the use of multimodal teaching motivates students and affects their learning achievement by stimulating their interest in learning. students agree that the integration of multimodality in the english classroom enriches classroom engagement, increases their motivation, allows them to practice english, and improves their english skills. therefore, multimodal learning ilmi the integration of multimodality ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 158 has a significant effect on the efl context. it assists both the teachers and the students in learning english. this research can encourage teachers of english as a foreign language to implement multimodal pedagogies to improve student engagement, classroom participation, and learning outcomes. although the research findings have shown that students have positive attitudes toward the use of multimodality in english classrooms, future studies should involve a large sample of students to ensure statistical significance of quantitative data and qualitative findings to elicit more comprehensive findings. in addition, future studies of multimodality in english classrooms should investigate the use of different modes for making meaning and communicating amongst teachers and students, as well as the role of intertextuality in the teaching of english as a second language. acknowledgement this research was supported by sma panjura, malang. references camarillas, g., & garcía, c. 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(2002). teaching foreign language literature: tapping the students’ bodily-kinesthetic intelligence. in g. bräuer (ed.), body and language: intercultural learning through drama (pp. 73-93). westport, ct: ablex publishing. short, k.g., kauffman, g., & kahn, l.h. (2000). "i just need to draw": responding to literature across multiple sign systems. the reading teacher, 54, 160-171. the new london group. (1996). a pedagogy of multiliteracies: designing social futures. harvard educational review, 66(1). https://doi.org/10.17763/haer.66.1.17370n67v22j160u varaporn, s., & sitthitikul, p. (2019). effects of multimodal tasks on students’ critical reading ability and perceptions. reading in a foreign language, 31(1), 81. walsh, m. (2010). multimodal literacy: what does it mean for classroom practice?. retrived from https://www.researchgate.net/publication/267398684 https://doi.org/10.17763/haer.66.1.17370n67v22j160u https://www.researchgate.net/publication/267398684 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.152-162 doi:10.33394/jo-elt.v8i2.4427 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 152 project-based learning for mechanical engineering students in the emergency remote teaching #1 dewanti ratna pertiwi, *2 maria asumpta deny kusumaningrum #1 english lecturer, faculty of aerospace technology, institut teknologi dirgantara adisutjipto, indonesia *2 english lecturer, faculty of aerospace technology, institut teknologi dirgantara adisutjipto, indonesia corresponding author email: dewantiratna@itda.ac.id a b s t r a c t s a r t i c l e i n f o covid-19 has changed a lot of life sectors, including education. the government’s policy to carry out emergency remote teaching (ert) immediately switches the teachers’ and lecturers’ plans on successful classroom activities. one of the classroom’s activities is project-based learning (pbl). with several limitations, challenges should be taken on so that designing simple but meaningful projects can facilitate projectbased learning. thus, some adaptations should be made since some students are economically impacted. online learning modes, either synchronous or asynchronous were held to communicate the project. a descriptive qualitative research method was employed by involving two classes of mechanical engineering students. data were collected from learning platforms observations, interviews with students’ representatives, and questionnaires administered to all students. the project was conducted in four stages; beginning the infographic project, developing the project, closing the project, and evaluating the project. the research indicated that the students completed and engaged in the project successfully through some problems that came up, mainly when the students had to have group work and communicate using internet media since most students were back home with various internet connection access. however, some assessable applications were employed so that the project was well accomplished. in conclusion, conducting a pbl in emergency remote teaching was successfully conducted with some simple available and accessable applications since the students’ conditions varied significantly. article history: received: november, 2021 revised: december, 2021 published: december, 2021 keywords: emergency remote teaching (ert), infographic, mechanical engineering, project-based learning (pbl) how to cite: pertiwi, d., & kusumaningrum, m. (2021). project-based learning for mechanical engineering students in the emergency remote teaching. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 152-162. doi:https://doi.org/10.33394/jo-elt.v8i2.4427 introduction global health condition is now struggling to fight covid-19. in indonesia, the minister of education and culture has instructed all education units to hold online learning since 24 march 2020 to prevent the spread of the virus (mendikbud, 2020a). all students start learning from home, and all teachers and lecturers teach from home as well. many teachers and lecturers may be shocked, frustrated, and pessimistic since all face-to-face classroom activities are switched to online learning. however, there is no option that creativity and innovation are required to create successful online learning. online learning in this condition mailto:dewantiratna@itda.ac.id pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 153 has specific terms as emergency remote teaching because it is conducted in an emergency, and there is no chance for face-to-face classroom interaction. it is usually carried out in the area of war, natural disasters, and pandemics like covid-19. conducting ert in covid-19 is more challenging than the typical online learning because some limitations may appear, such as the financial support and internet connection. the family financial condition may be affected since several retirements from many companies where the students' parents work. it directly influences the students to manage psychological stress and manage money allocation for their education needs. moreover, many students prefer to go back home to make the living cost cheaper and feel more comfortable being gathered with family members. the various students' hometown areas have different internet connection quality. some students even have a minimal internet connection that sometimes they have to move to better internet connection area for kilometers. these conditions, of course, affect how to decide the suitable learning activities and the learning media. engaging activities with low-cost digital media are needed in this context. remote teaching (rt) occurs when teachers and students attend the classroom virtually using technology. stanley (2019) describes that in rt teachers should create the experience as much as possible if the classroom interactions occur directly face to face. the rt is likely very well prepared, planned, executed, and evaluated. therefore, the use of internet connection can be employed as much as possible. however, the term rt changes into emergency rt (ert). it occurs when rt is employed temporarily considering the availability and accessibility of the resources and tools, shifting from face-to-face classroom contact to online learning outside of the classroom (bozkurt & sharma, 2020; nugroho et al., 2021) and may reveal three factors which are technological, pedagogical and social challenges (ferri et al., 2020). teaching english for specific purposes (esp) for mechanical engineering students in institut teknologi dirgantara adisutjipto (itda) in the covid-19 pandemic is interesting. basically, esp courses focus on professional or academic commitments rather than personal or general interests. as a result, curriculum designers investigate target language traits in specific academic contexts, and teachers concentrate on these characteristics in their lessons (basturkmen, 2010; charles, 2013; hyland, 2016; wiranegara, 2019). the students' future atmosphere of working in a team, such as completing airplane maintenance, encourages the lesson to involve project-based learning (pbl) to develop the students' 4c skills in collaboration, communication, creativity, and critical thinking. another characteristic of pbl is engaging students in natural and authentic learning (pertiwi, 2019). itda has some supporting facilities for pbl, such as a hangar, workshop, and close to the airplane museum. however, how the students can still have natural and authentic learning in this limited emergency remote learning requires a strategy to provide more alternative media. project-based learning offers to bring the classroom activities closer to the students' experiences to encourage change and creativity based on their natural growth. heyworth (2002) defines a project as an initiative to analyze existing practice, propose improvements, and measure progress. apel and knoll in andersen & kjeldsen (2015) add the characteristics of a project as it will convey the desires and knowledge of the students and symbolize something worthwhile. this is significant from the standpoint of education in the authentic setting because it may allow engineers to gain the skills they require in new engineering fields and for career prospects in an international setting. they are not only good representatives, but they can also be valuable assets in situations like meetings and negotiations with international corporations. this approach is focused on applying expertise to real-world circumstances, facilitating the study and partnerships of students, and promoting critical thinking and imagination (potter & louati, 2016; tan & chapman, 2016). additionally, pbl supports the success of freedom of learning-independent university program campaigned by pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 154 the ministry education and culture which holds many activities under the projects (dikti, 2020). one of the products in presenting a pbl is infographic which stands for information and graphic. different from other visual media, infographics are very easy to implement and use various platforms such as canva that can be accessed via laptops as well as smartphones in jpg. format. it can also produce attractive design to build and construct simple infographic types related to research issue. infographic is chosen with the advantages of improving knowledge acquisition, academic achievement, visual thinking skills, and image processing ability (dewantari et al., 2021; mohamed, 2020). the necessary of carrying out an instruction using technology stands under tpack (technological, pedagogical, and content knowledge). it is described as the knowledge that instructors possess when they understand how technological tools alter their pedagogical strategies and content representations for teaching certain topics, as well as the impact of these tools and models on a student's comprehension of these topics. additionally, teachers who possess tpack are encouraged to cultivate necessary competencies such as instructional design, instructional implementation, ethical awareness, inventiveness, problem solving, field specializations, evaluation design and engagement, ict-friendly learning environments, and the retention of positive personal beliefs (hsu, 2015). tpack enables instructors to integrate technology into language classrooms in order to enhance and develop students' communication abilities in an efl setting. additionally, teachers select technology in accordance with the task, the student's language competence, and the topic. additionally, educators understand the critical role that technology plays in the language classroom. for instance, it may be used to accomplish a task, seek relevant information for the class's topic, engage with others, obtain detailed input, expose students to the target culture, and assess students' performance (adipat, 2021; arslan, 2020; bugueo, 2013; rahimi & pourshahbaz, 2019). reflecting on the background, the problem formulates a question 'how is the projectbased learning (pbl) for mechanical engineering students conducted during the covid-19 pandemic?' to investigate how the project-based learning for mechanical engineering students is conducted during the covid-19 pandemic. the pbl was intended in one of the learning objectives that is investigating and explaining the airplane components. this research topic has been the subject of previous research. there are two studies that are relevant to this research and are used to support it. santhi et al. (2019) conducted a research study about ict and pbl in a rural school. they investigated how the 35 students completed video project uploaded in youtube. the results indicated that the pbl gave positive impact even though the school is located in a rural area. the second study described that infographic even can be the alternative assessment in education conducted gover (2017). he underlines that it is something new and challenging in the instructional field to use infographic as a lot of things to consider. he added that infographic existing in the web today may be just plain and bad with poorly structured design and no clear message. thus, step by step procedures and guidelines that may some educators have not known yet are required to make a qualified infographic. research method research design the study presented qualitative research by investigating the pbl in the mechanical engineering department during emergency remote teaching. yin (2011) explains features in qualitative research as studying the meaning of people’s live, representing the perspective , covering contextual conditions, contributing concepts, and attempting to use multiple sources of evidence. pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 155 subject the study was conducted in mechanical engineering study program, itda, yogyakarta. in line with yin, the subject in qualitative research is derived from purposeful sampling in which researchers pick persons and locations intending to learn the core phenomena including explaining the people’s experience, perspective, contextual situation, and concepts (creswell, 2009, 2012). it involved about 50 students from two classes of english 2 subject which focuses on english for specific purposes that might represent the perspective of non-english department students. they all have passed the english 1 subject, which focuses on general english and have experienced a pbl in that course. due to the covid-19 outbreak, they all stay in separated areas and can only communicate using online devices with various internet connection conditions. instruments in order to conduct thorough research, multiple sources were employed as the evidence. the first instrument was observation sheet that helped the lecturer to write the students’ contextual condition during the practice of pbl in ert. the second instrument was open ended questionnaire to investigate the students’perspectives on this pbl. the third instrument was interview purposed to clarify the meaning of pbl in ert. data analysis overall, the results of the instrument in data gathering were analyzed based on the common phenomenon. firstly, the data were analyzed to generate the presentation the adjustment of pbl in ert and the students’ perspective on this project. secondly, the data were analyzed to expose the tpack practice to support the success of pbl in ert and the students’ perspective. meanwhile, the steps of conducting the pbl are described in figure 1. figure 1. the steps of conducting the pbl research findings and discussion research findings beginning the project before starting the project, a survey was conducted to investigate the students’ condition due to the covid-19. the results were 26 students were affected, and 28 students were not affected by the covid-19 pandemic. among those, four students stayed in a boarding house, and 50 students stayed in their hometown—the project started by creating a whatsapp group (wag). several materials were prepared, such as by compressing the pdf files of the text on an airplane to make the data file smaller, sharing youtube links about airplane components to let the students learn autonomously, and sharing the pictures of real airplane taken from the previous senior students’ project to give an example of authentic materials. there were some essential points to discuss at the beginning of the project. the first synchronous discussion was conducted using wag talking about airplane components on the 11th of 16 meetings. after the students got comprehensible input, assigning the pbl was discussed what to create, how to make when to complete, and what criteria were challenged. the students and the lecturer agreed to develop a pbl in the form of an infographic containing the pictures of airplane components and explanations such as the name, function, and position. the students had the privilege to group (4-5 students) independently. each student was responsible for investigating four airplane components, and there were a total of beginning the project developing the project closing the project evaluating the project pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 156 16 or 20 features each group. canva was proposed as the primary application to create the infographic. nevertheless, other alternative platforms were permitted. to monitor the progress, the product should be submitted via an lms familiar for every student, edmodo. four weeks were provided to accomplish this pbl, divided into the 12 th meeting for 50% progress, the 13 th meeting for 100% progress, the 14 th meeting for the final product based on the previously given feedback and presentation, and the 15th meeting for the quiz. in the end, the mark was taken from the average of infographic products and the presentation. an adapted rubric was employed to assess the quality of the infographic project derived from lewis (2014) and presented in table 1. table 1 infographic rubric components exceeds expectations meets expectation needs work topic/purpose (25%) the topic/purpose of the infographic was clear and concise. the topic/purpose was somewhat broad and did not allow viewer to understand the purpose. the topic/purpose of the infographic was not clear and concise. data (25%) data of the infographic was accurate and relevant to topic data of the infographic was somewhat accurate and relevant to topic. data of the infographic was not accurate and was not relevant to topic. layout (25%) the infographic had a great layout, with applicable graphics. the graphics were somewhat applicable to the infographic, creating an average layout. the graphics had nothing to do with the topic and had a poor layout. there was an overload of text. colour/font (25%) the font was legible and the color scheme enhanced the infographic. the font was somewhat legible and the color scheme didn't affect the infographic. the font was not legible and the color scheme detracted from the infographic. to measure the students’ speaking, an adapted presentation rubric was derived from pedrero (2020) presented in table 2. table 2 presentation rubric components exceeds expectations meets expectation needs work content (25%) thoroughly of the topic and ideas are effectively organized adequate knowledge of the topic and ideas are well organized quite knowledge but topic and ideas are not well organized fluency and vocabulary (25%) natural fluency and wide range of vocabulary adequate fluency and a proper range of vocabulary quite fluency and limited range of vocabulary accuracy (25%) extremely high use of grammar and very clear meaning adequate use of grammar and clear meaning quite grammar mistakes that affects meaning duration (25%) 3 minutes 2 minutes 1 minute pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 157 in this starting pace of study, the research subjects were told that during and after completion the pbl, there would be some important information to dig up for the sake of data collection and data analysis as described in table 3. table 3 data information information category questions pbl 1. how did you make a group work? 2. how did you manage group’s job description? 3. how did you report the pbl progress? 4. what is your perspective about the pbl final mark? 5. what can you suggest for the pbl? 6. how did you rank from 1 to 5 representing the lowest to the highest of the overall experience in conducting the pbl? tpack 7. how did the lecturer give you feedback? 8. how did the pbl improve your understanding about airplane components? 9. what the barriers did you find during the pbl? 10. what was your perspective about the employed platform to complete the pbl? developing the project the project progress was monitored using the edmodo platform. at the 12 th meeting, the students were required to complete 50% of infographic progress. on the 13 th meeting was allocated to submit the 100% progress. the 14 th meeting was for the final product, followed by the presentation. in every progress submission, the lecturer gave feedback using audio recording. vocaroo platform was employed since it is very user friendly, as described in the following figure 2. figure 2. 50% progress submission pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 158 figure 3. final product uploaded in edmodo and instagram closing the project the closing project was by presenting the task very simple. unfortunately, most students were unconfident, unfamiliar, and not well equipped to deliver using share screen mode like what can be done in zoom and google meet. they had not mastered how to use the share screen application, and most of them did not have a computer or laptop. a negotiation was met on how to deliver the presentation, and the students agreed to use the whatsapp group video call. the mechanism was a particular group called the lecturer in their group call. they introduced themselves and did an open presentation part. after that, the lecturer’s swiped whatsapp into the file (either in the form of pdf or jpeg) of the infographic project while the students presented it one by one, and the lecturer gave the assessment. after all group members presented, a closing was done by providing feedback on what was excellent and needed improvement for another presentation. furthermore, the summary of pbl mark from the 43 was described in table 3. table 3 pbl mark mark number of students 91-100 4 81-90 23 71-80 12 39-41 4 evaluating the project the evaluation was conducted to measure the students' comprehension using summative evaluation. it is used to evaluate or summarize a student's learning and is often administered at the end of a course or unit of teaching. additionally, it results in rapid and easy scoring, facilitates the evaluation of diverse language abilities, and encourages students to respond thoughtfully to the question (rachmat & arfiandhani, 2019; sabila et al., 2020). the summative evaluation on the airplane components employed an online platform, namely quizizz which is a beneficial device that may help students develop a greater interest pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 159 in learning. additionally, it enables teachers to communicate with students using the quiz technique, making students feel delighted and eager during the teaching and learning process. quizizz's game-based methods can have a beneficial psychological effect by increasing their confidence and decreasing their nervousness (dhamayanti, 2021). the results from the 41 participants were presented in table 4. table 4 quiz mark mark number of students 80-100 23 50-79 15 20-49 3 discussion pbl in ert at the beginning of the pbl, the students were given the freedom to create their group to seek their comfortable and collaborative peers. most of them have known the characters of each other since their previous semester. therefore, it was not a big deal to group themselves independently. practically, they chose group members with good chemistry so that they could accomplish the project smoothly. about 5 of 45 students sent a private message to the lecturer because they did not get a group. then, the lecturer announced this case to the wa group to ask which groups needed a group member and finally, it was solved in which all members got group work. in terms of managing the group’s job description, the students chose the discussion method. after they had got all group members, they discussed selecting the group captain to lead the job’s description for each member reasonably. due to the pandemic issue, it was adapted to the member’s supports, especially the technological devices (e.g., mobile phone, internet connection, pc, laptop), but each member was strictly responsible for describing five components. practically, each member completed the project themselves then the member with sufficient devices was voluntarily assigned to gather the overall tasks and submit them into the lms, edmodo. before submitting into the lms, they rechecked either the number of components or the explanation of the features. the progress was required to be submitted by 50% and 100% completion within two weeks. mostly, the groups pointed out the students with sufficient facilities to be the representatives to present the project as the lecturer only required one representative to submit. each progress was followed by feedback which was recorded using the vocaroo link. after the groups finished revising the correction, they resubmitted it into the lms until the deadline for the final product. several rubrics were employed to assess the students’ project-based learning, either for the infographic product or presentation performance. based on the mark data on table 3, 4 (9%) students got 91-100, 23 (54%) students got 81-90, 12 (28%) students got 71-80, and 4 (9%) students got less than 70. responding to that phenomenon, based on the shared questionnaire, 60% of students felt very satisfied, and 40% felt satisfied with the mark. as the experiential feedback, the students’ voices on the pbl revealed two primary suggestions. firstly, attention needs to be emphasized on monitoring the students’ engagement thoroughly. because most students lived separately, only communication could be done only via online. some captains complained that they found difficulties gathering some members’ work even though the deadline was agreed upon previously. these captains suggested the lecturer could get involved in monitoring each member’s responsibility. secondly, the duration needed to be extended from one week to two weeks for each progress. pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 160 some students did not have a stable internet connection, so they needed more time to move to other places with better relationships. at last, there were five categories at the end of the open-ended questionnaires to rank the experience in conducting the pbl. the categories consisted of 1 (very poor), 2 (poor), 3 (fair), 4 (good) and 5 (excellent). based on the data gathered, 16 (48%) students responded as excellent, 15 (45%) responded as good, and 2 (6%) responded as fair experience. overall, most of the students experienced the pbl as a positive experience because no responses stated poor, even very poor. tpack in ert the success of pbl in the ert is not apart from the practice of tpack. in terms of technology, canva was used a lot in this project. it was employed to design the infographic that was chosen since it is friendly to use. many students reasoned that canva is excellent and straightforward due to the available template. besides, canva can facilitate collaboration in one host account by linking the students’ email addresses used in their canva account. having this advantage can engage every student’s responsibility. additionally, some students argued that canva is good as they think it is a modern program; unfortunately, the students did not have a stable internet connection to operate it. eventually, few students said it was fair since they could not afford the application because the supporting device, such as a laptop or personal computer, was not ready, and the connection was unstable. nevertheless, the students gave positive appreciation for the lecturer’s role in solving the technical problems by providing models, simulations, and even personal coaching. the pedagogical component in this research could be observed from the problems that the students found during the project and the solution offered by the lecturer. the first problem appeared in seeing the images to be put into the infographic templates since the pictures should be clear, detailed, and have high resolution. the solution given by the lecturer was the lecturer gave a model on how to select the best quality of images and wrote the steps in the wa group. the second case is some technical terms that appeared in describing the airplane components were rarely used in daily conversation; thus, the students felt it was challenging to perform the correct pronunciation in their presentation. to cope with this problem, the lecturer gave some alternative websites to drill the pronunciation from the simpler one, such as google translate, until the more complex one such as https://www.readspeaker.com/. the next problems are that some airplane components are located closely to each other and sometimes it is difficult to distinguish which part differs from others. the solution appeared by giving more soft files and links with more detailed information about the components, which were compressed first to make the files’ capacity lighter. the last component in tpack is content knowledge. the information was exposed by asking the students how the pbl improve their understanding of the airplane components. the students reflected that the pbl helped develop their pronunciation and technical terms, especially those from non-aviation high school. additionally, the project facilitated spelling awareness when the lecturer gave feedback on the progress. it also encouraged the students to read the article and boos about airplane components. in the last one, the students boosted their speaking skills as they presented the report at the final pace. conclusion tpack supported the success of pbl practice in the ert. even though students’ condition varies due to the hit of the covid-19 pandemic, the lecturer’s innovation in adapting the technology, pedagogy, and content could cope with the barriers coming along the pbl. pertiwi project-based learning for ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 161 the students’ support also encouraged the success of this program. they independently created group work, voluntarily proposed to gather the group members’ work, and responsibly revised the correction punctually. for the further research study, there are some recommendations. firstly, in terms of subject, it is expected to widen the scope into non-mechanical engineering students to investigate different backgrounds. secondly, from the online applications point of view, it is expected to analyze deeper investigation on various digital tools that support teaching and learning in ert. thirdly, it is expected to scrutinize more tpact practices in the esp contexts. references adipat, s. 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(2011). qualitative research from start to finish. new york: the guilford press. https://doi.org/10.1007/978-981-287-441-2_2 https://www.uen.org/rubric/previewrubric.html?id=30103 http://kemdikbud.go.id/main/files/download/51e9b72ef92c6d8 https://doi.org/10.17577/ijertv9is020138 http://dx.doi.org/10.29408/veles.v5i1.3258 https://image.slidesharecdn.com/rubriczzzzz-140429230946-phpapp01/95/holistic-rubric-1-638.jpg?cb=1398813035 https://image.slidesharecdn.com/rubriczzzzz-140429230946-phpapp01/95/holistic-rubric-1-638.jpg?cb=1398813035 https://doi.org/10.1109/educon.2016.7474570 https://doi.org/10.24252/eternal.v51.2019.a13 http://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/1964 http://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/1964 https://doi.org/10.18860/jeasp.v2i2.8291 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.121-129 doi:10.33394/jo-elt.v9i2.5776 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 121 the metacognitive strategy to achieve listening comprehension in kulni modern islamic boarding school #1 muhamad farhan munawar tanjung, *2 yayu heryatun, *3 siti sa'diah #1 student of english education department of state islamic university of sultan maulana hasanuddin banten *2 lecturer of english education department of state islamic university of sultan maulana hasanuddin banten *3 lecturer of english education department of state islamic university of sultan maulana hasanuddin banten corresponding author email: farhanfmt76@gmail.com a b s t r a c t s a r t i c l e i n f o metacognitive is the process of thinking about our minds, which is how a process, and control that information to find new understanding/knowledge and seek relationships with other knowledge. the purpose of this study is to discover how students in class xi of kulni modern islamic boarding school at cikande, serang banten in use english listening metacognitive strategies, as well as the differences in improving english listening comprehension among students before and after receiving metacognitive learning. the population of this study included 61 students from class xi of kulni modern islamic boarding school at cikande, serang banten. the sample consisted of 29 students from a class xi. the researcher used quantitative data analysis in this study. data is gathered by administering tests to the class. there are two kinds of tests: pre-test and post-test. according to the study's findings, the average pre-test score at researcher modern islamic boarding school at cikande, serang banten was 40.41, and the average post-test score in the experimental class was 57.21. based on the data presented above, it is possible to conclude that there is a 41.5 percent change in learning outcomes. based on the result of the study, applying metacognitive strategies for learning can help students become interested in listening activities and can be an alternative innovation in learning listening. article history: received: august, 2022 revised: november, 2022 published: december, 2022 keywords: metacognitive strategy, listening comprehension, assessment, how to cite: munawar tanjung, m., heryatun, y., & sa'diah, s. (2022). the metacognitive strategy to achieve listening comprehension in kulni modern islamic boarding school. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 121129. doi:https://doi.org/10.33394/jo-elt.v9i2.5776 introduction listening is an intellectually complex of cognitive process that includes receptive, productive, and interpretive cognition and allows an individual to recognize speech. listening comprehension is a relatively inactive activity. listening is an essential comprehension in language learning because that is the most commonly had been using comprehension in daily situations. according to sabet (2012), listening is an important skill in daily communication mailto:farhanfmt76@gmail.com tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 122 and language learning. it is also an essential skill in the advancement of learning. individual involvement in a variety of exercises ranging from comprehensive understanding to discriminating the sound of the speaker's message is required for listening comprehension. listening is a skill it's the first step or key for a person to acquire and learn a foreign language because students spending up to 50 % of the time learning a foreign language in class or outside of the classroom engaged in listening activities. many people are unaware that receptive skills (listening) grow faster than productive skills (speaking), so a person can learn more in the language in-depth simply by concentrating on what he hears while listening. listening skills are influenced by three aspects: cognitive aspects include linguistic knowledge (vocabulary and syntactic knowledge), knowledge of the language, pragmatic knowledge, metacognitive knowledge, previous knowledge, the capability to understand the first language, the capability to differentiate sounds, and the capability to remember work. affective or emotional aspects include anxiety, motivation, and self-efficacy, and contextual aspects include informal listening in real life outside the classroom (listening to television or radio), listening in the context of formal learning (listening in class as lectures, formal classroom) listening interactive (listening practice) and the evaluation of listening. in this study, the researcher interviewed several people as respondents in a school about listening problems that occurred in kulni modern islamic boarding school at cikande, serang banten. based on the interview results some students often ignore the importance of listening comprehension than to the other 3 language comprehension due to the difficulty of the teacher's questions and the lack of students' understanding of the context of the question. based on the problem faced by teachers and students in learning english listening and as stated above, metacognitive abilities are included in the cognitive aspect that can affect a person's listening comprehension. the metacognitive strategy aims to teach students impactful strategies for dealing with various types of listening problems (mendelsohn, 1998) then this explanation is also supported by yang (2009) “metacognitive strategies are important in assisting learners to perform the listening activity more efficaciously and distinguishing successful listeners from unsuccessful ones”. vandergrift (1998) state, the strategy advancement is important for listening training because learners can advise and assess their own understanding and answers. therefore, this research tried to implement the metacognitive strategy in listening learning to solve their problem. from the statement above, it can be concluded that metacognitive strategies in listening comprehension are a strategy that is carried out to improve one's metacognitive abilities with the aim of better liste ning comprehension because listeners can focus more on the language acquisition process. the researcher identified the following two problems: how are the students of class xi modern islamic boarding school kulni cikande, serang banten, in applying metacognitive strategies for learning english listening? and are there differences in the results of improving english listening comprehension between students before and after receiving metacognitive learning?. research method in this study, the researcher used an experimental method in the form of a preexperimental design with the type of one-group pretest-posttest design. pre-experiment one group pretest-posttest aims to obtain information or the magnitude of the effect of a treatment by comparing the results of pre-test and post-test in one class. sugiyono (2010) said that one group pretest-posttest design is a research activity to compare the test with provides a pretest (pretest) before being given treatment and after being given treatment then delivering a final test (posttest). this research was conducted at the eleventh-grade students of kulni islamic boarding school, serang banten. the sample of this research was students of class xi class a consisting of 29 students. to collect the data, the researcher administered a pre-test, a post-test, and an interview. tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 123 population and sample population is a generalization group of objects/subjects with specific quantities and characteristics selected by the researcher to be researched. the population in this study was the eleventh-grade students of kulni modern islamic boarding school at cikande, serang banten consisted of 2 classes with totaling 61 students. class a consists of 29 students and class b consists of 32 students. the researcher uses cluster random sampling because the research object or population used does not consist of individuals, but the stratified educational group that has been divided into several groups by the school is the classes that the researcher focuses on eleventh-grade students in high school and provides equality and the opportunity for each population to be selected as a member of the sample. instruments in this research, the researcher will use pre-test, post-test, and interviews as the techniques to collect the data. a test is a tool used to assess an individual's or group's competencies, understanding, intellectual capabilities, or comprehension through the use of questions, assignments, or other instruments. which were chosen using random clusters. the purpose of implementing this pretest is to determine the students' abilities before the metacognitive strategy treatment is carried out on students. before administering this test to students, the researcher verifies its validity test, reliability test and normality test as the requirement to test the hypothesis using the t-test requires the use of these tests. the researcher did not use a homogeneity test in this study because the sample used only one class group, so a homogeneity test was unnecessary. according to ghozali (2009), the validity test is used to assess the validity or validity of a test, whereas. the researcher used pearson's product moment formula with spss 16.00 to test the validity of 34 tests in other classes at the same school, namely class xi b, totaling 32 students. the results of this validity test show that there are 30 valid tests and 4 invalid tests. while reliability test to determine the level of reliability of the test items to be given using the empirical method (quantitative calculations) using cronbach's alpha test with spss version 16.0. test of reliability was also tested in other classes at the same school, namely class xi b, totaling 32 students the test is reliable if the cronbach alpha value > 0.6. based on the results of the calculation of the reliability test of 35 items, the value of 0.767 means that the test is reliable. while the normality test was conducted to determine whether the pretest and posttest data from the 2 samples were normally distributed or not. the results of the normality test using the kolmogorov smirnov test with ms. excel and spss 16.0 were obtained in the table 1. table 1 normality test results kind of test l-count l-tabel conclusion pre-test 0,1479 0.161 normal post-test 0,1491 normal based on table 1 shows the results obtained with the help of the ms. program. excel shows that the pretest and posttest data for the class are normally distributed because it is known that the data is said to be normally distributed if lcount l-table, with l-table = 0.161. the data above shows that the pretest has a value of 0,1479< 0.161., replication class 1 has a value of 0,1491< 0.161 so it can be concluded that the results of the pretest and posttest calculations of the data are normally distributed. the results of 30 test questions that have been tested using three tests, validity test, reliability, and normality, are then divided into two kinds, with 15 tests used for pre-test and tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 124 15 tests used for post-test. students are given 25 minutes to work on questions. the test material includes finding statements, describing pictures, asking and answering questions, determining the topic of a short conversation or short talk, etc. in this study, a semi-structured interview will be used as the interview model. according to sugiyono (2013), semi-structured interview is an interview in which the subject under study can provide complimentary and unlimited answers, but the subject under research should not stray from the deterministic theme. based on the statement above, the researcher chose semi-structured interviews because the researcher wanted to get as much data as possible but still in outline to stay focused. the research focuses on the feelings, changes, and difficulties experienced by people when learning to use metacognitive strategies. the researcher chose 10 students from the class that became the subject of the experiment for interviews in the study. the interview is being conducted for this study to supplement and explain the data obtained from the test about how the students perceive the teacher's use of metacognitive strategies. this interview question will be given to students based on important factors in learning strategies according to essef quoted by abdul gafur (2012) and the main factors that influence message delivery in listening comprehension according to nunan (2003) which have been adjusted data analysis the researcher collects data from pre-test and post-tests, then test the results, and finally analyzes the data. according to sugiyono, data analysis is the process of systematically searching and compiling data obtained from interviews, field notes, and documentation, by organizing data into categories, breaking it down into units, synthesizing, compiling it into patterns, and getting conclusions so that they are easily understood by themselves and others. the researchers used inferential techniques for data analysis with the t-test in this study, comparing the results of the pre-test with the results of the post-test, which were calculated using three methods: the manual method, the 2013 ms excel application, and the spss version 16. this data analysis is useful for testing whether there is a significant effect between pre-test and post-test on listening comprehension and for researchers to test several hypotheses. research findings and discussion research findings this section contains the results of research and analysis done with an emphasis on the answer the researcher will start to provide an overview of the data collected in this chapter. the population of this study included 61 students from class xi at kulni modern islamic boarding school at cikande, serang banten. the researcher mentioned in the previous chapter. the sample consists of 29 students from class xi a. in this study, the researcher used quantitative data analysis. the data was collected through the administration of tests to the class. there are two types of tests available: pre-test and post-test. a pre-test was given prior to treatment, and a post-test was given following treatment. students were given an english listening test based on the english national exam in the listening session which has been adapted to the test of english for international communication (toeic). the researcher uncovered several findings in order to determine the impact of metacognitive strategies on improving listening comprehension. there are pre-treatment and post-treatment student scores, as well as a comparison of students' pre-test and post-test scores. furthermore, the researcher will explain the data in greater detail in this chapter. the result calculation of pre-test and post-test can be seen in table 2. tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 125 table 2 the score of pre-test and post-test no name pre-test post-test 1 awh 20 47 2 cr 40 60 3 dt 40 67 4 dh 33 40 5 dkh 20 53 6 daf 33 47 7 ef 47 67 8 e 60 60 9 eri 27 53 10 fbs 33 47 11 fr 73 73 12 jna 27 40 13 k 40 67 14 lp 27 40 15 mas 40 47 16 mba 47 53 17 mah 40 53 18 kk 53 60 19 mr 33 40 20 mra 27 40 21 nvs 47 80 22 nf 47 73 23 re 53 53 24 sah 33 60 25 ssf 53 80 26 sth 33 60 27 sy 73 73 28 ws 53 73 29 yo 20 53 x = 1172 1659 mean 40,41 57,21 improvement % 41,57% figure 1. the difference in the average score before and after the treatment according to table 1, the maximum score in the pre-test is 73, and the minimum score in the pre-test is 20. the post-test has a maximum score of 80 and a minimum score of 40 and it can be seen that the mean score of students during the pre-test was 40.41, so it can be concluded that during the pre-test, students had difficulties operating due to several factors, 40,41 57,21 0 20 40 60 80 pre-test score post-test score c o m p a r i s o n o f m e a n s c o r e s i n p r e t e s t a n d p o s t t e s t tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 126 including some students not using an effective strategy in identifying the questions given by the researcher and some students realizing there are unfamiliar words, causing them to have difficulty understanding the questions. the mean score obtained by students in the post-test is 57.21. this score indicates that there is an increase obtained by students, so it can be concluded that students can complete the listening test and understand what they hear using the proper strategy after receiving the teacher's treatment using metacognitive strategies. t-test calculation in this study, the researcher used a sample paired t-test to determine the significant changes between before and after treatment. the researcher used 2 ways in calculating the paired t-test sample, namely the first using the spss version 16.0 application and ms excel and the second using manual calculations. table 3 t-test result with ms excel and spss 16.0 from table 3, the mean value of the pre-test is 40.41 with a standard deviation of 14.161 and the mean score of the post-test is 57.21 with a standard deviation of 12.48. and from the table above it can also be seen that the value of t-count is 8.31 while t-table for n-1 tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 127 = 1.701. the score of t-count is greater than t-table, namely 8.31>1.701 then h0 is rejected and h1 is accepted. with another calculation using the spss version 16.0 application, namely sig 0.000<0.05 then h0 is rejected and h1 is accepted. while using ms excel (1,4233872538682e-08)>0.05 then h0 is rejected and h1 is accepted. so it can be concluded that there is a significant difference between students' listening comprehension before and after using metacognitive strategies in this study. after post-test, an interview was conducted with ten students from the eleventh grade at kulni modern islamic boarding school at cikande, serang banten. the interview aimed to see the student's feelings and experiences during learning using the metacognitive strategies technique, and the collected data as supporting data from the main data. based on the results of the interviews, the first theme in the implementation of metacognitive strategies on listening comprehension is that students feel very happy and give a good impression and new experiences to students. the material presented is also very easy to understand in a comfortable environment, and the study groups are enjoyable and friendly, though there are some things that become obstacles, such as fast pronunciation and some difficulty understanding the test. then, on the second theme, understanding that tests and materials can be understood well with effective learning media, some of them increase their interest in learning english even though there are some obstacles such as too fast pronunciation, so the student must focus on the second audio. discussion the main objective of this study is to investigate and respond to a problem in listening comprehension, students commonly disregard the importance of listening comprehension in comparison to understanding the other three languages causes the students' lack of understanding of the language context in the questions. the results of this research indicate that the metacognitive strategies learned can help students overcome difficulties with listening comprehension. the outcomes of this research may further support to some of mendelsohn's (1998) theories that metacognitive strategies aim to guide students' impactful strategies for dealing with various types of listening problems. this study's results also support yang's (2009) argument that "metacognitive strategies are essential in assisting learners to perform listening activities more efficiently and distinguishing successful listeners from unsuccessful listeners." the findings of this study can be used to extend the findings of previous studies, with a particular focus on listening comprehension strategies. this research contributes to established knowledge about listening comprehension by presenting students' perspectives on the problems and obstacles encountered in listening comprehension and how to overcome them using metacognitive strategies. however, from other the perspective of a teacher, this study could be an alternative strategy for english listening learning. in several aspects, this case is very different from previous studies. their previous research was conducted in a formal academic school environment, but this research was conducted in islamic boarding schools as research objects that had never been studied before. furthermore, previous researchers used a toefl test in the listening section, whereas this study used a toiec test and used interviews as secondary data to find out their experiences while learning to use metacognitive strategies. this finding, however, supports several previous findings that metacognitive strategies have a significant effect on listening comprehension. based on several interviews with students, this research shows that using appropriate strategies can help students, particularly in improving listening comprehension. students are more active and independent as a result of this research. in this case, teachers can connect metacognitive strategies not just to listening comprehension, but also to comprehending and mastering a variety of other language skills such as reading, speaking, and writing. this study tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 128 has limitations, and future research should focus on students in class xi at pondok pesantren modern kulni cikande in serang banten. this study also focuses mainly on metacognitive strategies in the context of learning to listen to english. the researcher hopes that by employing metacognitive strategies so listening comprehension can be easily achieved. conclusion based on the data obtained, the researcher made a conclusion firstly, the researcher treats xi graders at kulni modern islamic boarding school at cikande, serang banten with listening comprehension strategies that are more precise when using metacognitive strategies. the researcher explains the learning objectives and learning description in the first step of organizing planning, then provides opportunities for children to solve problems and problems according to the title of the material, and finally, the researcher gives clues/keywords so that children can think about the problem and stimulate the brain. in the second step, the researcher provides strategies for english listening by using examples. in the assessment step, the researcher discusses the questions based on the title of the material and asks students about the difficulties they encountered while listening. secondly, the researcher then answered research questions about how the differences in improving english listening comprehension between students before and after receiving metacognitive strategies in class xi students of modern islamic boarding schools in cikande serang banten, the researcher gave treatment using metacognitive strategies. metacognitive strategies for use in classroom xi a was held in four meetings. the researcher administered a pre-test to assess the students' listening abilities prior to implementation and a post-test to assess the students' listening abilities after implementation. the average pre-test of the class students is 40.41, while the post-test is 57.21. this demonstrates a 41.57 percent improvement in students' listening comprehension. in this study, the researcher used the t-test to determine the level of change in students' english listening comprehension. the researcher calculated the t-test in three ways: using spss version 16.00 by looking at the level of significance. the calculation was by using the spss version 16.0 application, namely sig 0.000 0.05. if (1,4233872538682e08) > 0.05 in ms. excel, h0 is rejected and h1 is accepted. based on the information presented above, it is possible to conclude that as a result of this study, metacognitive strategies can help students improve their listening comprehension. the data show that there is a significant difference in students' listening comprehension before and after using metacognitive strategies, as evidenced by the increase in students' listening comprehension. t-test calculation results differed by 41.57 percent between pre-test and post-test. not only that, but research can be an alternative innovation in english learning, particularly in listening comprehension, so that children are not bored and enjoy it. it is hoped that future research will look into other aspects of language that can be used with metacognitive strategies. references adnan, a. (2012). pengajaran menyimak bahasa inggris: masalah dan solusinya. jurnal bahasa dan sastra inggris fbs unp, 6, 1–9. al-azzemy, asma f. t., & dina a. h. al-jamal. (2019). evaluating cognitive, metacognitive and social listening comprehension teaching strategies in kuwaiti classrooms. heliyon (june 2018): 1-16. cao, z., & yuewu, l. (2020). a study on metacognitive strategy use in listening comprehension by vocational college students. english language teaching 13(4):127. faradisa, f. m. (2021). the correlation between metacognitive listening strategies and listening comprehension among tanjung the metacognitive strategy to ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 129 students in secondary school. retain journal (research on english language teaching in indonesia), 09(02): 28–37. gafur, a. (2012). desain pembelajaran konsep, model, dan aplikasinya dalam perencanaan pelaksanaan pembelajaran. yogyakarta: publisher ombak. newton, j. m., & nation, i.s.p. (2020). teaching esl/efl listening and speaking (2nd ed.). routledge. https://doi.org/10.4324/9780429203114 permata, a. d. (2018). correlation between metacognitive strategies and listening comprehension of 4 th semester english department student at iain palangkaraya. thesis. iain palangkaraya. putri, s. o. (2018). factors affecting the english language students of education administration education. thesis. universitas negeri yogyakarta. riduwan. (2019). belajar mudah penelitian untuk guru-karywan dan peneliti muda. 11th ed. bandung: alfabeta. rochmawati, l., & sukma, m. m. (2018). penerapan strategi pembelajaran metakognitif untuk meningkatkan pemahaman mendengarkan. jurnal penelitian politeknik penerbangan surabaya, 3(2), 15–24. samsu. (2017). metode penelitian: teori dan aplikasi penelitian kualitatif, kuantitatif, mixed methods, serta research & development. pusat studi agama dan kemasyarakatan (pusaka). sugiyono. (2013). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. taheri, p., & hedayat zade, m. (2018). the contribution of metacognitive strategies to efl learners' listening comprehension task types. teaching english language, 12(2), 169-198. doi: 10.22132/tel.2018.82864. tham, h. (2018). applying metacognitive strategies in teaching listening comprehension to advanced program students at thai nguyen university of technology. international journal of humanities and social science. 5. 4-9. 10.14445/23942703/ijhss-v5i3p102. https://doi.org/10.4324/9780429203114 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.185-193 doi:10.33394/jo-elt.v9i2.6350 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 185 efl students' perceptions toward the integration of bahasa indonesia (l1) in english language teaching #1 nizar saputra, *2 asirah #1 english lecturer, faculty of education, university of samudra, indonesia *2 english teacher, faculty of arts, the university of adelaide, australia corresponding author email: nizarsaputra@unsam.ac.id a b s t r a c t s a r t i c l e i n f o the application of the first language (l1) in english language teaching (elt) has long been practiced, and its practice has been controversial in foreign language teaching. this research aims to investigate students’ attitudes toward the application of bahasa indonesia (indonesian students’ l1) in elt. this research is framed through a quantitative survey in which the 32 participants were invited to take online selfadministered questionnaires. result suggests that the integration of bahasa indonesia in english language teaching as a pedagogical tool is considered beneficial to improve students’ english proficiency, enhance english vocabulary, and improve comprehension. in addition, the participants also believed that the numerous use of l1 or bahasa indonesia may provide less opportunity for students to develop their speaking skills. when it comes to preferences of language use in elt, most students agreed that their english teachers should integrate both bahasa indonesia and english, in which the use of bahasa indonesia to be minimized while english to be predominated. article history: received: november, 2022 revised: november, 2022 published: december, 20221 keywords: first language, l1, english language teaching, students’ perceptions, how to cite: saputra, n., & asirah, a. (2022). efl students' perceptions toward the integration of bahasa indonesia (l1) in english language teaching. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 185-193. doi:https://doi.org/10.33394/jo-elt.v9i2.6350 introduction many english teachers have been employing the first language (l1) to assist their students in learning the foreign language for several decades. on the other hand, l1 use in a foreign or second language instruction has long been a source of controversy in the field of second language acquisition (sla) (cunningham, 2000, tang, 2002). according to pan & pan (2012), the integration of l1 in foreign language teaching has been criticized as it can deprive students of opportunities to receive sufficient target language input and can trigger target learning errors due to negative interference. the interference refers to the l1 transfer that can impact on target language (ellis, 2015). hence, many language teaching approaches assume that the target language should predominate in the target language. when resorting to the l1 is necessary, it should be kept to the minimum. however, many language teachers believe that l1 in the classroom may be a significant educational resource that helps students understand and enhance the quality of their language skills. saputra (2020) states that it is essential to include l1 in language teaching as a useful pedagogical tool to improve students' comprehension of the target language and enhance the students' language proficiency. while there are arguments on both sides, this paper provides both benefits and drawbacks of mailto:nizarsaputra@unsam.ac.id saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 186 integrating l1 into english language teaching (elt) as an underlying theoretical framework for this research. one of the main reasons l1 should be included in the classroom is that l1 can enhance students’ target language proficiency. the reason is that l1 reference acts as a pedagogical tool to allow students to understand the target language, which contributes to developing language skills. popovich (2012) indicates that the use of l1 contributes to the flexibility, accuracy, and clarity of the target language. popovich (2012) also explains that when l1 is utilized in the classroom, the language learners are encouraged to search for the most appropriate words and convey what is meant. this means that when the learners look for the appropriate vocabulary, this will develop their flexibility of language skills. moreover, when the learner finds the right words, they improve their accuracy of l2. then, the learner will express the idea correctly, which channels to the clarity of the target language. duff (cited in popovich, 2012) also states that l1 can improve four language skills and establish accuracy, clarity, and flexibility. this means that code-switching l1 can develop language ability by maintaining students’ accuracy, clarity and flexibility if the l1 is included well in the efl classroom. for instance, a student played a foreign visitor. he went to a department store and had a communication breakdown with a sales clerk. at this time, another student came as an interpreter to give help. these situations can be extended to other contexts, such as post offices, banks, restaurants, and airports (ali, 2012). in these authentic situations, l1 serves a communicative purpose that requires the learners, interpreter, to search for some vocabularies that they can use and then deliver them contextually after utilizing l1 in the process. furthermore, l1 can be a useful pedagogical tool in elt in that the implementation of code-switching can significantly improve student comprehension. mccann (2005) and cameron (2001) suggest that l1 can be used positively in some situations, such as explaining language structures, providing feedback, and maintaining classroom discipline. the reason is that l1 reference may act as the cognitive learning strategy, which refers to repetition, organizing new language, summarizing meaning, and guessing the meaning from context (strakova 2013). this strategy enables the students to receive, process, and transfer the target language based on their l1 to the target language, which helps the learners establish well comprehension. therefore, by incorporating l1 as the pedagogical tool, the english language learners can effectively analyze and comprehend english complex structure. additionally, kuhiwczak and littau (2007) believe that l1 helps language learners comprehend a foreign language and equips the students with foreign language experience and an exercise to understand original materials better. furthermore, in his research, alshammari (2011) found that most saudi arabian students believe that arabic used to explain complex concept s helped the students feel "less lost" when learning a target language. the study and discussed literature above can strengthen l1 use in elt. in this case, incorporating bahasa indonesia in elt may assist indonesian students in understanding english effectively. it may act as a cognitive learning strategy enabling the students to analyze and comprehend english. moreover, l1 may also help pupils improve their language skills and expand their target language vocabulary. calis and dikilitas (2012) hold a similar view to rocha (2011) that l1 plays an essential role in developing students' vocabularies. the teacher can utilize l1 to clarify difficult words in target language, helping students understand new vocabulary. l1 also allows students to define the intricate word from their reading. mesri (2012) found that most iranian students feel that l1 is used as a pedagogical tool enabling them to acquire new vocabularies from the target language. similarly, alvarez (2014) demonstrates that judicious instructor use of l1 improves students' comprehension of complex english words. alvarez (2014) also highlighted that numerous previous literature mentions that the integration of l1 supports the acquisition of target language vocabulary. consequently, most researchers state that l1 reference does help students to improve their target language vocabularies when l1 is saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 187 used as a pedagogical tool. as a result, it can develop students' comprehension and language proficiency. however, incorporating l1 as a pedagogical technique in english language instruction has certain drawbacks. one explanation is that l1 may not increase verbal skills. richards and rodgers (2001) demonstrate that students who learn a target language depending on l1 will have deficient speaking skills. they would initially think in l1 and then translate thei r ideas into l2. carreres (2006) believes that l1 use is considered an unnatural and rigid exercise with no place in communicative skill. accordingly, the l1 reference in target language teaching is likely to decrease the learners' input, impacting second language acquisition output. pan and pan ( 2012 ) agree that l1 use deprives students of opportunities to receive sufficient target language input. for example, one of the studies conducted in japan's training session shows that l1 application in the learning process creates confusion for students, which causes the students to find it hard to express the idea of the target language (guerra, 2014). in contrast, vermes (2010) contends that l1 can also be performed orally and can thus, in principle, be used to develop spoken language accuracy. although the l1 application can hinder students' communication abilities and cause them to make mistakes in the target language, it appears to be a useful pedagogical tool for improving the accuracy of the target language acquisition. furthermore, using the first language as a pedagogical device in elt tends to trigger language interference. as pan and pan (2012) point out, l1 drives students to view foreign languages through their mother tongue, which can cause interference between the two languages involved. likewise, magid and mugaddam (2013) share the same view as vermes (2010) that l1 is used as the pedagogical source that may contribute to the non-authentic output that results in language interference. this language interference happens due to insufficient input, leading the students to utilize l1 anytime while producing the target language naturally. a study about code-switching as an interactive tool in esl classrooms conducted by magid and mugaddam (2013) found that adult arab students learning english had difficulty mastering the use of the target language due to l1 interference. however, ali (2012) clarifies that l1 interferences contribute only minor errors in producing target language; meanwhile, most errors are developed in nature. accordingly, incorporating l1 in elt cannot be condemned as the primary cause of interference in the second or foreign language acquisition. in conclusion, despite the contentious nature of l1 use as the pedagogical setting in foreign language acquisition, l1 use in elt is proven to be helpful. the rationales are that l1 promotes the enhancement of second language proficiency, establishes students' comprehension of the target language, and enriches students’ l2 vocabularies. however, l1 use as a language learning tool is also considered to cause language interference and may hamper students' speaking skills. some experts then criticize these ideas by emphasizing that l1 also helps the students establish the accuracy of their communicative skills (vermes, 2010). only a few errors are caused by language interference (ali, 2012). therefore, the utilization of l1 in elt can be a useful pedagogical tool to help the student acquire or master a target language. however, it is suggested that second language teachers minimize the use of l1 in elt to promote greater language acquisition. the language preference in elt in various literatures has been two-sided considering both benefits and drawbacks. debreli and oyman (2016) found that efl students perceived the inclusion of the first language, turkish, in english class positively as it helped them comprehend challenging topics and new words, making them feel more convenient, less stressed, and less lost when learning english. in addition, their study also highlights that most students prefer to include l1 in the class. however, there is a gap in which most students felt satisfied, 48.84%, that their teachers use only english in the class, while 45.54% felt saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 188 sometimes satisfied, and only few students felt dissatisfied with the condition, 5.61%. this may indicate that most learners prefer to use both l1 and l2 in the class to help them learn a target language, but using english should be predominant. when including both languages in the classroom, it enables students to be more confident in mastering english as it helps them have better understanding of the target language (nordin, ali, zubir & sadjirin, 2012) and the inclusion of l1 can act as ‘a linguistic scaffolding’ for learners, in particular for older students, but it should not be overused as students may rely too much on their first language ( ma, 2009) which hinders the process of learning english. on the contrary, ndamba (2008) reported that students and parents choose english as a language instruction at a younger learner level. the majority of the children prefer to include l1 when learning english speaking, but they prefer to use english when learning reading and writing. meanwhile, parents prefer their children use l2 while learning as they perceive it helps the kids become accustomed to use english which leads them to developing their future career. this is because mastering english is considered as a gateway to reach success in schools and eventually in finding a job, and therefore, using l1 in the class can interfere with the process of mastering the target language. another finding by resmini (2019) reveals that students prefer to use l2 instead of l1, bahasa indonesia, when giving explanation to learning materials, but they opt otherwise when it is related to expanding lexical resources and explaining grammatical rules. the reason why they prefer english to bahasa indonesia is due to their fear that they can be over-reliant on teachers’ translation. hence, students generally have negative perceptions toward the use of l1 in the class. however, they acknowledge that it can help them with understanding new words and feeling more relaxed when learning english. following the research above, it can be said that students have different preferences toward the use of language in elt; some prefer english classes should be taught mainly in english, while others favor using both l1 and a target language in elt. research method research design this research was framed through the nature of the quantitative approach. the researcher applied a quantitative approach and statistical analysis to determine students' perception of the integration of l1 into english language teaching by using the survey as data collection. according to bryman (2016), framing educational research through a survey allows the researcher to investigate the opinions of a large group of people about a particular topic or issue. fraenkel, wallen, and hyun (2012) state that one of the main purposes of a survey is to delineate a population's characteristics, such as attitude and perception. therefore, the researchers applied a survey in this research to enable them to find efl students' perceptions toward the integration of bahasa indonesia (l1) in english language teaching. population and sample the research participants were second-grader senior high school students studying in sma sukma bangsa bireuen and majoring in natural science. the participating students were selected as their english was better than other classes in that school, and their class was mostly conducted in english. this condition allowed the researcher to find the data effectively. this technique of choosing the sample is considered a purposing sample, which refers to a technique in which units are selected due to the characteristics that the researcher needs (bryman, 2016). furthermore, these students were selected voluntarily to participate in this online survey administered through a google form. among 40 second-year students, 32 students decided to participate in this research by filling out the form, which consists of a consent explanation and has been approved for its ethics by the school counsellor. saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 189 instruments the researchers utilised online self-administered questionnaires or online surveys as their instrument to scrutinize students' attitudes toward the use of bahasa indonesia as a pedagogical strategy in elt. according to bryman (2016), incorporating the selfadministered questionnaire allows the researcher to find participants' attitudes, and the likert scale is one of the most often used methodologies for performing such an inquiry. cohen, manion, and morrison (2018) define the likert scale as a multiple-indicator or multiple-item assessment of a collection of opinions about a particular topic that allows the researcher to quantify the strength of one's feelings regarding a subject. following these ideas, the researcher formatted this likert scale into five-point scales ranging from (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree to examine students' attitudes toward bahasa indonesia used in english language teaching. these five rating scales allowed the researchers to uncover degrees of opinion or perception of the research participants who might agree, neutral, or disagree with the survey questions, which helped increase the response rate. data analysis the obtained data were analysed using descriptive analytics in which the researcher employed mode and percentage to measure the frequencies. this idea was supported by boone and boone (2012), suggesting that the ordinal type of likert scale should employ median, mode, or percentage to measure the frequencies of attitudes of the subject. therefore, the researcher analysed the data by looking at each item's mode and percentage to investigate students' attitudes toward l1 use in elt. research findings and discussion in this section, findings of the research regarding students’ perception toward the integration of l1 in english language teaching are presented, including their perceptions on advantages and disadvantages of using the first language in english classroom as well as their preference of language instruction in elt. research findings a. benefits of incorporating bahasa indonesia in elt according to table 1, the majority of the students perceived using bahasa indonesia in elt can improve their english language proficiency (a total of 65% students agreed and strongly agreed), while some students (28%) chose neither agree nor disagree with the statement, and only few students (3% agree and 3% disagree) considered otherwise. besides, the results also show that most students with 41% of them also strongly agreed and agreed respectively that l1 may enhance their learning comprehension. none of the learners disagreed but 3% of them strongly disagreed that applying bahasa indonesia in english teaching can improve their learning comprehension, whereas the rest of the students (16%) remained neutral. in terms of using l1 in improving vocabulary, a total of 72% of students chose to agree and strongly agree on this statement. 9% of learners remained neutral, while 13% disagreed and only 3% strongly disagreed. surprisingly, none of the students disagreed and strongly disagreed that l1 can help them in preparing for english talks and presentations although 25% of them chose neither agree or disagree. the majority of the students said l1 helps them to prepare for english speaking and presentation with 47% of students choosing to agree and 28% strongly agreeing. therefore, the results indicate that most students perceived incorporating bahasa indonesia in elt as beneficial in four aspects, improving english language proficiency and learning comprehension, expanding lexical resources, and facilitating their speaking skills. saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 190 table 1 distribution of benefits of incorporating bahasa indonesia in elt items strongly disagree disagree neutral agree strongly agree l1 improves english language proficiencies 3% 3% 28% 31% 34% l1 enhances english learning comprehension 3% 0% 16% 41% 41% l1 improves vocabularies 6% 13% 9% 41% 31% l1 helps to prepare for english talks and presentation 0% 0% 25% 47% 28% b. drawback of incorporating bahasa indonesia in elt table 2 below shows the results of the drawbacks of incorporating bahasa indonesia in elt. the majority of the students, 31%, neither agree nor disagree that using l1 in english class can provide less chance to practise english, while the same number of students, each 25%, agreed and disagreed with the statement. 13% of the students strongly agreed that it is true while the rest, 6%, stated otherwise. next, most students disagreed that l1 can hinder their english speaking skills, and only 3% strongly disagreed. the same number of the students, 25%, selected neutral and agreed that applying bahasa indonesia in elt can hamper their english speaking skills, while the rest, 19 %, strongly agreed. lastly, in regard to l1 contribution to target language interferences, the majority of students disagreed and strongly disagreed with the statement with 31% and 28% respectively. 22% of the students remained neutral, while none of the students strongly agreed, but a small number of students,19%, had agreed that using bahasa indonesia in an english classroom can contribute to the target language interference. hence, it can be summarised that although students have varied attitudes toward the disadvantages of applying bahasa indonesia in elt, in general, students felt that use l1 in an english class may gave them less opportunity to practise english and prevent them to develop speaking skill, but it did not disturb the process of language acquisition. table 2 distribution of the drawbacks of incorporating bahasa indonesia in elt items strongly disagree disagree neutral agree strongly agree l1 provides less chance to practise english 6% 25% 31% 25% 13% l1 hampers english speaking skill 3% 28% 25% 25% 19% l1 contribute to target language interferences 28% 31% 22% 19% 0% c. indonesian students’ language preference in elt according to table 3 below, the results show that the majority of the students,38%, neither agree nor disagree to use only bahasa indonesia as their language preference in an english class, followed by 34% strongly disagreed and 22% disagreed with the statement. only 6% agreed to use only bahasa indonesia, and no student chose strongly agree. as for saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 191 using only english in the classroom, most students also remained neutral, 41%, followed by disagree, 34%. 13% of students agreed to use only english in the class, while the rest of the students had a split-opinion on strongly agree and strongly disagree with the statement with 6% each. furthermore, the majority of students agree and strongly agreed that both english and bahasa indonesia should be used in the classroom with 44% and 41% respectively. while 13% of them remained neutral, only 3% chose disagree and no students strongly disagreed with the statement. the overall results indicate that most students prefer to use both l1 and english in elt, while the majority of them remained neutral whether to use only bahasa indonesia or english in the class. table 3 distribution of indonesian students’ language preferences in elt items strongly disagree disagree neutral agree strongly agree use only bahasa indonesia in the classroom 34% 22% 38% 6% 0% use only english in the classroom 6% 34% 41% 13% 6% use both english and bahasa indonesia in the classroom 0% 3% 13% 44% 41% discussion the findings of this study indicate that the majority of students have positive attitudes toward the integration of bahasa indonesia into an english class. most learners perceive that the first language is useful to develop english language skills, help their comprehension in learning, understand new words, and prepare their speaking skills. the results are consistent with the previous studies that showed the use of l1 in the class helps students find accurate words to convey meaning and this leads to better understanding and l2 mastery (popovich, 2012 and strakova, 2013). besides this, from the results of this study, it can be highlighted that the negative sides of using l1 in the class are it can hinder students' speaking skills, and students gain less chance to exercise their english which are still relevant to the previous study by richards and rogers (2001) and pan and pan (2012). however, the findings in this study contradict with the report from magid and mugaddam (2013) and vermes (2010) as the majority of students in this study did not feel that l1 application in their english classroom disrupted their language acquisition process unlike in the two previous studies. this indicates that l1 should not be overused in an english classroom to avoid such negative perspectives as also suggested by ali (2012) who clarified that l1 few errors might occur when using l1 but only they were minors in generating the target language. hence, future research needs to investigate how the integration of l1 can contribute to such errors. regarding the language preferences in the classroom, this study found that the highest percentage of students prefer to use both l1 and l2 when learning english. similar results were also shown from the implications of the previous study (debreli & oyman, 2016) and the suggestion to use code switching in an english class as long as it is not overused (nordin et al., 2012; ma, 2009). however, as the subjects of this study are at high school level, the results were different from ndamba (2008) study who conducted a similar research with young learners and reported that english is preferred as the language instruction. additionally, the findings from resmini (2019) also contradict with the result of this study as it was conducted at college students’ level who reported that students prefer to use english in the class as they were afraid to rely too much on teacher translation if l1 was used. however, they acknowledge that l1 is needed to clarify some new words and help them better saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 192 understand learning materials. this implies that actually the results of this study which shows the majority of students who left undecided answers felt that both l1 and l2 should be used in the class but to a certain extent so that it will not cause over-reliance on l1 or inaccuracy of understanding l2. therefore, there is an implication for future study to explore these grey areas. conclusion based on the discussion above, it can be concluded that the integration of bahasa indonesia in an english classroom generally brought positive perceptions to the students. students perceived the use of their first language as helpful to improve their english proficiency, english vocabularies, and understanding of l2. in general, students have different negative views toward the application of l1 in the class, however, the findings of this study suggested that english should be used more than bahasa indonesia as language of instruction to avoid a hindrance in improving their english speaking and to prevent any interference with the process of acquiring the target language. additionally, the majority of students prefer to utilise both l1 and l2 when learning english, however, a great deal number of students choosing undecided for using only bahasa indonesia or english may indicate that they support the use of both l1 and l2 but the conditions should depend on a specific purpose learning in the classroom. hence, future research related to this gap of the study needs to be explored. references ali, s. (2012). integrating translation into task-based activities a new direction for esl teachers. language in india, 12(8), 429-440. retrieved from: https://pdfs.semanticscholar.org/72ba/cff44e584eeed9b9f94727 d600be71ace280.pdf alshammari, m. m. (2011). the use of the mother tongue in saudi efl classrooms. journal of international education research (jier), 7(4), 95-102. alvarez, l. f. c. (2014). selective use of the mother tongue to enhance students' english learning processes…beyond the same assumptions. universidad de antioquia, 16 (1), pp.137-151. boone, h. n., & boone, d. a. (2012). analyzing likert data. journal of extension, 50(2), 1-5. bryman, a. (2016). social research methods. oxford, uk: oxford university press. calis, e., & dikilitas, k. (2012). the use of translation in efl classes as l2 learning practice. procedia social and behavioral sciences, 46(12), 5079-5084. doi:10.1016/j.sbspro.2012.06.389. cameron, l. (2001). teaching languages to young learners. cambridge university press. carreres, a. (2006). strange bedfellows: translation and language teaching. the teaching of translation into l2 in modern language degrees; uses and limitations. paper presented at the 6th symposium on translation,terminology and interpretation in cuba and canada. havana, cuba. cohen, l., manion, l., & morrison, k. (2018). research methods in education (eight edition). abingdon, oxon. cunningham, c. (2000). translation in the classroom: a useful tool for second language acquisition. retrieved from http://www.cels.bham.ac.uk/resources/essays/cindyc2.pdf debreli, e., & oyman, n. (2016). students' preferences on the use of mother tongue in english as a foreign language classrooms: is it the time to re-examine english-only policies?. english language teaching, 9(1), 148-162. ellis, r. (2015). understanding second language acquisition 2nd edition-oxford applied linguistics. oxford university press. https://pdfs.semanticscholar.org/72ba/cff44e584eeed9b9f94727%20d600be71ace280.pdf http://www.cels.bham.ac.uk/resources/essays/cindyc2.pdf saputra efl students' perceptions toward ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 193 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (vol. 7, p. 429). new york: mcgraw-hill. guerra, a. b. f. (2014). the usefulness of translation in foreign language learning: students’ attitudes by ana b. fernández-guerra. international journal of english language & translation studies, 2(1). kuhiwczak, p., & littau, k. (eds.). (2007). a companion to translation studies (vol. 34). multilingual matters. ma, l. p. f. (2009). attitudes of adult chinese-background learners and an esl teacher towards l1 use in an amep class in australia. university of sydney papers in tesol, 4(4). magid, m. e. m., & mugaddam, a. h. (2013). code-switching as an interactive tool in esl classrooms. english linguistics research, 2(2), 31-42. mccann, k. (2005). not lost in translation. iatefl issues, 186(8). mesri, f. (2012). exploring the effects of first language influence on second language in iranian efl context. modern journal of language teaching methods, 2 (1), 6-13. ndamba, g. t. (2008). mother tongue usage in learning: an examination of language preferences in zimbabwe. journal of pan african studies, 2(4). nordin, n. m., ali, f. d. r., zubir, s. i. s. s., & sadjirin, r. (2013). esl learners reactions towards code switching in classroom settings. procedia-social and behavioral sciences, 90, 478-487. pan & pan. (2012). the use of translation in the efl classroom. philippine esl journal, 9(7), 4-23. popovich, r. (2012). the place of translation in language teaching. the modern language journal, 8(3). resmini, s. (2019). efl students’ perception toward the use of bahasa indonesia in an english classroom. eltin journal: journal of english language teaching in indonesia, 7(1), 12-22. richards, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge university press. rocha, n. f. f. (2011). translation as a teaching tool to bridge l1 and l2 for adult learners at elementary levels. cadernos de traduçao, 1(27), 179-202. saputra, n. (2020). exploring indonesian english teachers’ perspectives toward the use of translation in english language teaching (elt) classroom. international journal for educational and vocational studies, 2(3). straková, z.(2013). developing cognitive strategies in foreign language education. journal of language and cultural education, 1(1), 37-50. tang, j. (2002). using l1 in the english classroom. english teaching forum, 40 (1) 36-43 vermes, a. (2010). translation in foreign language teaching: a brief overview of pros and cons. eger journal of english studies, 10, 83–93. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.207-217 doi:10.33394/jo-elt.v8i2.4482 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 207 communication strategies used by efl students in english classroom setting #1 arif rahman, *2 dian novia isroyana #1 english lecturer, graduated program, universitas pendidikan mandalika, indonesia *2 english teacher, smk selong, indonesia corresponding author email: arifrahman058020@gmail.com a b s t r a c t s a r t i c l e i n f o the main objective of teaching english is to allow the learner to communicate orally and successfully. people all over the place study a foreign language to enable them to communicate effectively. this study investigates a phenomenon about communication strategy used by efl students in english classroom setting. the focus of this study is to investigate the types of communication strategies and the most frequent types of communication strategies employed by efl students. it took place in institut pendidikan nusantara global that located in central lombok. the participant of this study was a total of 20 students from the second semester. a qualitative research design was used to collect the data need in this study embarrassing interviews and observation as main instruments; the observation used were field notes and videotape aimed to get the documentation of the study. the finding of the study shows that most of the students employed the types of communication strategy i.e.: asking for clarification, requesting an explanation, asking for repetition, circumlocution, message abandonment, meaning negotiation, and interaction monitoring. furthermore, the communication strategies frequently used by students i.e.: asking for clarification, message abandonment, and meaning negotiation. in conclusion, every student has their own communication strategy but the researcher categorized those strategies into several types. article history: received: december, 2021 revised: december, 2021 published: december, 2021 keywords: communication strategy, efl students, english class how to cite: rahman, a., & isroyana, d. (2021). communication strategies used by efl students in english classroom setting. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 207-217. doi:https://doi.org/10.33394/jo-elt.v8i2.4482 introduction communication can be conveyed in the form of spoken, written, and others. everything that humans use as a way to convey some message is called communication. when people communicate in spoken form, people definitely use a language to communicate. language is known as a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly among other speakers and hearers (brown & abeywickrama, 2019). it means that language is the way people communicate with others in various ways such as vocal, written, gestural, and symbols, by language people would easier to convey every message that would be delivered. moreover, people should learn about language to make them easier to deliver the message to others. in communication, english is one language that is used by people to communicate (floreddu & cabiddu, 2016). english is one of the important languages in the world because english is the language that is used by every human as their language to communicate. in indonesia, english become an important language to be mastered, starting from kindergarten https://www.emerald.com/insight/search?q=paola%20barbara%20floreddu https://www.emerald.com/insight/search?q=francesca%20cabiddu rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 208 up to university students learn english as their subject. english learns by many people in the world. it has also become a "lingua franca" among speakers of languages that are not mutually intelligible (willis, 1996, and mauranen, 2015). furthermore, in the age of “globalism" we live nowadays, the interdependence of nations and countries creates a need for a global language and no language qualifies for this better than english (abousenna, 1995: 15). many countries in the world learn english as their foreign language (fl). especially in indonesia, students still learn english as a foreign language (efl). indonesian use english as a foreign language because english is not their first language (1l) but their (2l). in the fact, communicating using a foreign language is the most problem. many people hard to speak fluently with that language because rarely use the language (fl) and lack of communicative competence. communicative competence is the general ability to use language accurately, appropriately, and flexibly (yule, 2010: 194). in the case of language teaching, communication also needs a strategy to make the respondent easier to grasp the message. the function of strategy in communication is to achieve a great language, which can be comprehended by own self and also the listeners. moreover, the researcher expects students would be brave and confident in communication by using the strategy. communication strategy is the technique used by humans to communicate with others. tarone (1981: 287) explained that communication strategies can be viewed as the attempt of interlocutors to share meaningful communication through difficulties in the interlanguage system. by communication strategy, students feel more confident and able to speak in front of the classroom. as it is known, each student has a different strategy in communication. therefore, the researcher is interested to investigate what kind of communication strategy is used by efl students in english classroom setting. moreover, there are a lot of communication problems that happen in the real life. according to sukmawati, (2016) who says that one of the commonly mentioned causes of reticence in the class is students‟ lack of confidence and fear of making mistakes and being laughed at. while based on the researcher review of the previous researcher there are some problems that often occur to the student in communication especially in oral communication is the students' less participation in the classroom caused the students' low achievement in speaking. those are the problem that almost happens to tertiary students. if one of those problems happens to the students it may cause the student to lack in communication. students cannot communicate fluently because of it. therefore, communication strategy is take the main role in this case. because with communication strategy students would feel more confident in communicating. when the researcher conducted pre-observation in english study program of institut pendidikan nusantara global, the researcher found the problem that the students still lack of confidence and low participation. that problem was found after the researcher interviewed some of the lecturers on that faculty. students are afraid when they speak, they were afraid if their friend taunts them if their communication was not good as others. therefore, based on the overview above, the researcher intended to explore the communication strategy used by students in english classroom setting. this research was conducted to know how the students overcome the communication problem and to know the kind of communication strategy that is used by students when learning. research method research design this study used qualitative research embracing descriptive, this method is helpful for examining a variety of educational problems and issue ary, donald, jacobs, razavie, asghar (2010) state that a descriptive study is designed to obtain information concerning the current rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 209 status of phenomena”. this method is chosen because the researcher would describe naturally the students and the teacher interaction in the classroom. in this case, this research aimed to analyze the students' communication strategy during the learning process. moreover, the data, in this case, are described based on inductive formed which describe from specific to general subject of the study the subject or the participant in this research was 2nd-semester students of english department of institut pendidikan nusantara global. this class consists of 20 students there were 10 males and 10 females. instruments the instrument used in this research were interviews and observation. both of those instruments were used to answer the questions of the study dealing with communication problems and the most communication strategy used by efl students furthermore, the phase of doing interview and observation were outlined by sequent. firstly, the interview is the phase when the researcher conducted the research was in the form of questions concerned with students‟ opinions related to communication and communication strategy were used. the interview was in the form of an open-ended question. which is an open-ended question that is one form of a question that sparked a broad and open answer. in the interview, the researcher would investigate the students about how the students overcome the communication problem and what types of communication strategies that used by students in learning english. the researcher interviewed all students who become a participant in that class and interview by these several steps. formerly the researcher gave the students' interview questions in the classroom. then the researcher asks the students to answer those interviews one by one. the last step is for the researcher to collect all students' answers in one file. secondly, besides the interview, the researcher also used observation becomes the data collection technique. the observation is a support series that used in this study. this observation aimed to support the result of the interview. the kinds of observation used were field notes and videotape. field note was head for note the communication activities of the students during the learning process. the researcher would note all the participants did when they communicate in front of the classroom. while the videotape head for supporting the research, when the researcher forgets about what the participants did she could show on the video that had already been taken. data analysis after collection, the data were analyzed according to the taxonomy of communication strategies adopted from dornyei and scott‟s taxonomy of communication strategies (1997), it can be seen in table 1, these were cross-tabulated against proficiency levels to determine the influence of proficiency level on choice and number of communication strategies used. this allowed for preliminary identification of the communication strategies used by the efl students. later, with the confirmation of the participants‟ communication strategies usage (through the post-interview) it was possible to manually count the types and most frequently of communication strategies used by efl students in english classroom setting. furthermore, the display of the data will be based on the questions of the study, i.e., the types of communication strategy used by efl students, and the most frequent communication strategy used by efl students. rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 210 table 1 type of communication strategies classification communication strategies classification description 1. message abandonment leaving a message unfinished because of language difficulty 2. message reduction reducing the message by avoiding certain language structures or topics considered for a lack of linguistic resources 3. message replacement substituting the original message with a new one because of not feeling capable of executing it 4. circumlocution exemplifying or describing the properties of the target object 5. approximation using a single alternative lexical item, which shares semantic features with the target word or structure 6. use of all-purpose words tending a general, “empty” lexical item to contexts where specific words are lacking 7. word-coinage creating a non-existing l2 word by applying a supposed l2 rule to an existing l2 word 8. restructuring abandoning the execution of a verbal plan because of language difficulties 9. literal translation translating literally a lexical item, an idiom, a compound word or structure from l1/l3 to l2 10. foreignizing using an l1/l3 word by adjusting it to l2 phonology, i.e., with an l2 pronunciation and/or morphology 11. code switching including l1/l3 words with l1/l3 pronunciation in l2 speech 12. use of similar-sounding words compensating for a lexical item whose form the speaker is unsure of with a word whose sounds more or less like target item 13. mumbling swallowing or muttering inaudibly a word whose correct form the speaker is uncertain about 14. omission leaving a gap when not knowing a word and carrying on as if it had been said 15. retrieval in an attempt to retrieve a lexical item saying a series of incomplete or wrong forms of structures 16. self-repair making self-initiated corrections in one„s own speech 16a. other-repair correcting something in the interlocutor„s speech 17. self-rephrasing repeating a term, but not quite as it is, but adding something or paraphrase 18. over-explicitness (waffling0 using more words to achieve a particular communicative goal than what is considered normal 19. mime describing whole concepts nonverbally, or accompanying a verbal strategy with a visual illustration 20. use of fillers using gambits to fill pauses, to stall, and to gain time in communication 21. self-repetition repeating a word or a string of words immediately after they were said 21a. other-repetition repeating something the interlocutor said to gain time. 22. feigning understanding making an attempt to carry on the conversation in spite of not understanding something by pretending to understand 23. verbal strategy markers using verbal marking phrases before or after a strategy to signal that the word or structure does not carry the intended meaning 24. direct appeal for help turning to interlocutor for assistance by asking an explicit question 24b. indirect appeal for help trying to elicit help from the interlocutor indirectly by expressing lack of a needed l2 item 25. asking for repetition requesting repetition when not hearing or understanding 26. asking for clarification requesting explanation 27. asking for confirmation requesting confirmation that one heard or understood something correctly. 28. guessing guessing is similar to a confirmation request, but the latter implies a greater degree of certainty, whereas guessing involves real indecision rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 211 29. expressing non-understanding expressing that one did not understand something properly 30. interpretive summary extended paraphrase of the interlocutor‟s message to check that speaker has understood correctly 31. comprehension check asking questions to check that the interlocutor can follow 32. own-accuracy check checking that what said was correct by asking a question 33. response: repeat repeating the original trigger or the suggested corrected form 33b. response: repair providing other-initiated self-repaired 33c. response: rephrase rephrasing the trigger 33d. response: expand putting the problem words into a larger context 33e. response: confirm confirming what the interlocutor has said or suggested research findings and discussion research findings to classify the types and the most frequent communication strategy used by students, this study used some theories of communication strategies supported by dornyei & scott (1997), nakatani (2006), mariani (2010), & somsai and intaraprasert (2011). there were several types of communication strategies used by efl students during classroom interaction, i.e., message abandonment, circumlocution, asking for repetition, asking for clarification, meaning negotiation, and interaction monitoring. here is the explanation of the types of communication strategies used by the efl students in english classroom setting. 1. types of communication strategies a) asking for clarification asking for clarification is a student's language skill. some students learn it somewhat naturally from watching others manage conversational breakdowns. other students require direct instruction to manage breakdowns. asking for clarification was one of the communication strategies used by efl students in english classroom setting that happened when both of the students shared their stories with each other in the topic of the presentation dealing with the best friend. thus, the speaker was asking for clarification about the issues to the interlocutor to make it clear. it was indicated that this communication strategy was used by some students in that class. this type is used by some students when they communicate in the classroom. to understand the students employed asking for clarification as a type communication strategy, see extract 1. extract 1: (observation 2) (1) l : we have many story. (2) h : tell me about your story this extract shows the utterances that happen only in two short dialogues, that the speaker informed to interlocutor about their story when the presenting the material, the students did not ask many clarifications because the topic of the presentation was about story of the best friend, honestly, the topic was not really interesting to ask about the clarification. they only try to help when the presenter did not know the vocabulary and did not know. so that, in this case, the researcher only found a single question from student h who asked for clarification about the story. during the presentation teacher and other students focus on the core material presented by other students. b) asking for repetition this type of strategy is occasionally used by students when to communicate happened when students did not listen clearly dealing with the choice for the university, they used asking for repetition strategy to make it clear. that type is not used by all of the students but rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 212 only used by some of the students in that class. because other students sometimes did not really pay attention when other students speak in front of the class, then students who were asked for the repetition only students who really care and pay attention full for the presentation. extract 2 shows that the students used of asking for repetition strategy when the students present the material about collage, while some others had a conversation about that topic. extract 2: (observation 3) (1) r : why you choose to study in this college? (2) l : i would continue my study in unram or unu but i late to registration. (3) r : how about you? what is your reason to study here? (4) k : because i will to study, e. ee (5) r : what? (6) k : i want to study in mataram but... in this phase, the researcher shows the students' interaction active. when the groups discussed in front of the class, other groups try to prepare what would they discuss in front. they arranged the conversation. then, the student who asked for the repetition is one of the members of the group. based on the role made by the teacher, the speaker at that time was only the group whose have the chance. during the presentation teacher and other students focus on listening to the discussion. it aimed to make the classroom condition quiet so the group would listen clearly. c) circumlocution this strategy happens when students ask for clarification about the issues. occur when, in the lack of the desired lexical item to make reference to an object, action, or idea, the learner decides to describe, illustrate or exemplify its properties. circumlocution was the learner describes the characteristics or elements of the object or action instead of using the appropriate target language (tl) item or structure this is in line with the theory of (tarone, 1981; paribakht, 1985; dörnyei and kormos, 1998). extract 3 shows the use of the circumlocution strategy occurs when students discuss the topic about their family, in this case, their mother. in extract 3, we see how a mutual agreement on the meaning „knocker‟ is established through the joint and coordinated actions of the speaker and interlocutor. the successful communication of the message is collaboratively achieved, with the active participation of both the learner and the interlocutor along with an interactionally created cs episode. extract 3: (observation 3) (1) r : how about your mother, do you live with your mother. (2) b : yes i live with my mother, but now my mom is die. she has leave from this world. (3) l : oh, really? i’m sorry. (4) b : it is ok. in this phase, the researcher shows the students' interaction when the group discussed the topic of family, particularly about the mother, the students feel really enthusiastic about taking part in the discussion. so most students try to describe their mother. as what happened in extract 3, it showed that the students explain and describe the condition of his mother to the interlocutor. based on extract 3 the researcher conclude the students use the circumlocution strategy. d) message abandonment the next type of communication strategy used by efl students in classroom setting was message abandonment. this type of strategy happened when the student begins to talk about a concept, however, it was unable to continue and stops in the middle-utterance. rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 213 learners try not to talk about the concepts which they find difficult to express. it refers to leaving the message unfinished due to a lack of a structural or linguistic item. message abandonment is used by efl students when they feel nervous they leave a message unfinished during communication in classroom presentation, this is in line with tarone (1981: 287). extract 4 shows this extract taken from the conversation among the students in the classroom during which some of the students were asked to discuss a topic in front of the classroom. on this occasion, the topic discussed was classroom activity where the students directly had assignment presentations dealing with the subject course given. extract 4: (observation 2) (1) r: why you choose to study in this college? (2) l: i will study, i will to learn ee memperdalam english skill based on the utterances shown in extract 10, shows that efl students used an alternative expression in terms of questions that may not express exactly. eg. why you choose to study in this collect?. student l reply by saying „ i will study; the student l in that part has still lacked a reason for his reply. student l conveyed a message due to language difficulty. the language difficulty is the student's biggest problem, thus, the student conveyed hedging to avoid language difficulties. e) meaning negotiation negotiation of meaning occurs in the interactions as a communication strategy to make meaning comprehensible. in a conversation, speakers and interlocutors may employ negotiation of meaning strategy to achieve mutual understanding. negotiation of meaning is important in language acquisition and second or foreign language learning. with the use of negotiation of meaning, speakers and interlocutors can avoid misunderstanding and communication breakdowns. this qualitative study examined the ways in which learners of english employed negotiation of meaning strategies in conversation performed by efl students in the classroom setting. based on observation 3, speaker and hearer giving help and asking help to others, the students also try to make some self-correction and other corrections. to make it clear, see extract 5. extract 5 shows most of the students, employed a meaningful negotiation strategy when they were asking about help, giving help to others, self-correction, and other corrections. this extract was taken from the third observation, where the activity was in a group discussion. the data shows that there were some students seems more active and some part of them were not. extract 5: (observation 3) (1) n: where is your village location? (2) t: location emm, (3) n: the location of your village, where? (4) t: in batukliang based on extract 5, some other students did not know what they want to say, while the other students tried to give some help about how the students hard to mention what they want to say. the speaker tries to take part in the discussion, and if there were something wrong, they try to correct each other and give help to others. this fact, make the classroom condition balance f) monitoring interaction the last communication strategy used by efl students in communication when the students gave attention to the explanation of interlocutors this is an unequal role of the participants (speaker and interlocutor) in the classroom setting are one of the most striking features of any classroom, they are asymmetrical. in language classrooms, the teacher rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 214 orchestrates the interaction„. speaker control patterns of communication by managing both the topic of conversation and turn-taking, while students typically take cues from the teacher through whom pointed directly in the classroom. if there were some mistakes, the speaker tried to give feedback and directly corrected it. extract 6 shows that the teacher directs the question in the plot of the discussion. teachers, through their unique status in a classroom, and by the power and authority, they have, control both the content and procedure of a lesson, as well as controlling participation. this type of communication strategy is used when one of the students is told about something then other students try asking the clarification or explanation about the issue that has already been informed. in the data of the study, there were about 60% of the students used that strategy monitoring interaction in the classroom setting. extract 6: (observation 1) (1) b : how to say hello when we meet with new people, it’s mean how to greet someone who we meet for the first time? (2) s : if you introduce yourself for the first time, maybe you can say hi, you can to be close to him. (3) h : can we say how do you do? (4) s : yes, we can say it. (5) h : beside whats up, how is it going, any other informal greeting to greet our friend? (6) s : we can say long time no see. (7) h : no, is not long time no see. based on the discussion above, the students would ask about something if they were not understanding about something, then the students who asked the question will directly give the clarification or the explanation that had already been asked by other students. even though the answer was not covered answer of the question, however, the students just try to expose their languages based on their own skill. in this part, the teacher also sometimes gives an explanation to students if there are unclear issues. 2. the most frequently communication strategy used by efl students the types of communication strategies that are usually used by students are asking for clarification, message abandonment, and meaning negotiation. a) asking for clarification asking for clarification is one of the communication strategies used by students in communication. when communicating with other students ask for clarification about the issues. it was found that this communication strategy was used by some students in that class. there were about 60% of the students used that strategy in communication. this type of communication strategy is used by some of the students when they communicate in the classroom. extract 1 shows the use of asking for clarification strategy. the communication among the students shows the use of this communication strategy. this was the conversation among the students in the classroom during one of the students' presentations in front of the classroom. the topic of the presentation is the best friend. the students directly present the material about best friends. extract 1: (observation 2) (1) l : we have many story. (2) h : tell me about your story. in this phase, the researcher shows the students' interaction was not too much. when the presenter present the material, the students did not ask for much clarification because the topic of the presentation is about best friend, that topic not really interesting to asking about the clarification. the researcher only found a single question from the students who asked rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 215 about the story. during the presentation teacher and other students focus on listening to the presenter present her material. they only try to help when the presenter did not know the vocabulary and did not know what to say. b) message abandonment the next type of communication strategy was message abandonment. this type of strategy is sometimes used by students when communicating in english classroom setting. the student begins to talk about a concept but is unable to continue and stops in midutterance. the message abandonment is leaving a message because of the language difficulty especially when the students feel nervous, this is in line with tarone (1981: 287). extract 4 shows the use of the message abandonment strategy. the communication among the students shows the use of this communication strategy. the example of the conversation used is the conversation that takes place in the classroom during some of the students are asked to discuss a topic in front of the classroom. extract 4 was taken from the second observation while discussing the topic of college. in this case, the students directly present the material about collage. extract 4: (observation 2) (1) r: why you choose to study in this college? (2) l: i will study, i will to learn ee memperdalam english skill based on the conversation in extract 4, one of the students tries to give an explanation about the topic, however, in that part was still a lack of understanding. actually, she know what she wants to talk about, but when she conveyed her message, the message was not conveyed it was caused by language difficulty. the language difficulty is the biggest problem for students. many students can speak or communicate but are hindered by the language. moreover, the message conveyed by students was hard to catch by others because the message conveyed was not clear. c) meaning negotiation this is the next type of communication strategy. meaning negotiation strategy is the strategy that has these several criteria. there are asking about help, giving help to others, selfcorrection, and other corrections. this strategy is the most strategy used by students in efl learning. it proofed by the result of the observation. starting from the first observation until the third observation this type is usually used by students in communication. when communicating with others, students ask for help and give help when other did not know what to say. moreover, besides giving help and asking help from others, the students also try to make some self-correction and other corrections. the correction means that when the students communicate. when the students communicate their words or material wrong they would correct it directly. for the display of the data, see extract 5. extract 5 shows this type of communication strategy used by some of the students when communicating with others. when discussed in the classroom the researcher shows the interaction among the students. there were some students seems more active and there were some students not active. this extract was taken from the third observation, in the third observation the activity was group discussion. hen discussion running, each student tries to take the role in the discussion, and if there were something wrong they try to correct each other and give help to others. extract 5: (observation 3) (1) n: where is your village location? (2) t: location emm, (3) n: the location of your village, where? (4) t: in batukliang rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 216 based on the researcher's opinion, in this conversation the student give some help to other friends. because he thinks his friend did not really know about the answer to the question asked, therefore the student give help to answer the question. as what the definition of meaning negotiation, the researcher categorized this extract include in meaning negotiation strategy. discussion the data displayed on the findings show that there were several types of communication strategies used by efl students. those types were classified based on the theory of dornyei & scott (1997), nakatani (2006), somsai & intaraprasert (2011) mariani (2010). however, this study mostly used dornyei & scott (1997) theory to identify the types of communication strategy in efl classroom setting. they are asking for clarification, requesting an explanation, asking for repetition, circumlocution, message abandonment, meaning negotiation, and interaction monitoring. based on the data finding of the study, there are various types of communication strategy used by efl students in english classroom setting, i.e., first, type of strategy supported by dornyei & scott (1997), 1) message abandonment; this type of strategy used by students when they begins to talk about a concept but it is unable to continue and stops in mid-utterance. the message abandonment leaves a message because of language difficulty. that is what the students sometimes do when communicating, especially when the students feel nervous they leave a message unfinished, 2) circumlocution; this type happen when the students describe the characteristics or elements of the object or action instead of using the appropriate target language (tl) item or structure ("she is, uh, smoking something. i don't know what's its name. in this case, the students would be exemplifying or describing the properties of the target object, 3) asking for repetition; this type of strategy happened when students did not listen clearly, they would be asked about the repetition. this type is not used by all of the students but only used by some of the students in class, 4) asking for clarification; asking for clarification is one of the communication strategies used by students in communication. when communicating with other students ask for clarification about the issues. it was found that this communication strategy was used by some students in that class. there were about 60% of the students used that strategy in communication. this type of communication strategy is used by some of the students when they communicate in the classroom. secondly, in the data finding, there are two types of communication strategy used by efl students based on the clarification from mariani (2010), i.e., 1) meaning negotiation; this type of communication strategy happen in the classroom setting when one of the student asking for help, giving help, self-correction, and other corrections. these strategies were the most frequently used by efl students in the utterances, it happens when others did not know what to say, 2) interaction monitoring; interaction monitoring is one of the communication strategies used by students in the classroom setting when students gave attention to the explanation of interlocutors some mistakes occurred, the hearers try to forgive and correct it. conclusion to sum up, communication strategies remain an important element used by the student in efl classroom setting. compensatory strategies, in particular, will undoubtedly promote students' communicative competence. teachers can play an important role in conveying communication strategies to students and thereby assisting them to practice the target language. data analysis concludes that there some type and the most frequent communication strategy used by efl students in the classroom setting, i.e., there are seventh types of communication strategies i.e.: asking for clarification, requesting an explanation, asking for rahman communication strategies used by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 217 repetition, circumlocution, message abandonment, meaning negotiation, and interaction monitoring. while the most frequent communication strategy used by students were three types i.e., asking for clarification, message abandonment, and meaning negotiation. finally, this study claims that the practice of presentation and, discussion in english class requires a single competence that is made up of or could be considered to integrate a set of competencies that include, for instance, competence in both the source and the target languages. references abousenna, m. 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( 2011). strategies for coping with face-to-fac oral communication problems employed by thai university students majoring in english. in zhao, tao. 2013. communication in efl students majoring tourism (unpublished doctoral dissertation). suranaree university of technology, nakhon ratchasima, thailand. retrieved from: http://sutir.sut.ac.th:8080/sutir/bitstream /123456789/4541/2/fulltext.pdf sukmawati, f. (2016). students‟ speaking problems and factors causing it. jurnal logika, 16(1), 1-11. tarone, e. ( 1981). some thought on the notion of communication strategy. tesol quarterly, 15(3), pp. 285-295. willis, j. (1996). a framework for task-based learning. harlow: longman. yule, g. (2010). the study of language. new york. cambridge university press. http://dx.doi.org/10.1093/applin/6.2.132 http://sutir.sut.ac.th:8080/sutir/bitstream%20/123456789/4541/2/fulltext.pdf http://sutir.sut.ac.th:8080/sutir/bitstream%20/123456789/4541/2/fulltext.pdf jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.52-62 doi:10.33394/jo-elt.v10i1.7163 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 52 the students’ perception of the teacher’s facilitation in online group work ignatius indra kristianto english lecturer, faculty of business and economics, universitas atma jaya yogyakarta, indonesia corresponding author email: indra.kristianto@uajy.ac.id a b s t r a c t s a r t i c l e i n f o this research examines the students’ perception of the teacher’s facilitation in online group work in english for managers class at the faculty of business and economics, universitas atma jaya yogyakarta. the study employed the community of inquiry (coi) framework perspective, which consists of teaching presence, cognitive presence, and social presence. coi has been widely employed in designing practical online courses. thus, this descriptive qualitative research analyzed students’ perceptions of facilitation in online group work using questionnaires and interviews. the research participants were english for managers students. they were selected since they have experience participating in online group work. the results of the study show that most of the participants have demonstrated to possess a positive perception of the teacher’s facilitation in online group work in efm class at fbe uajy. article history: received: february, 2023 revised: may, 2023 published: june,2023 sep 2018 keywords: community of inquiry (coi), english for specific purposes (esp), online group work, perception, how to cite: kristianto, i. (2023). the students’ perception of the teacher’s facilitation in online group work. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 52-62. doi:https://doi.org/10.33394/jo-elt.v10i1.7163 introduction the covid-19 pandemic has altered the teaching and learning process in education across the globe. jordaan and havenga (2021) study revealed that online teaching and learning was carried out in higher education despite existing challenges. this change also occurs in the faculty of business and economics (fbe), universitas atma jaya yogyakarta (uajy). the faculty members of fbe uajy decided that some of the classes were conducted online to minimize the spread of covid-19. english for managers was one of the selected subjects to be conducted online. fellow researchers also experienced online learning. khan et al. (2021) discovered that students positively accepted e-learning. during the covid-19 online learning, edy et al. (2020) found disparities and advancements in the students’ learning outcomes. gamage et al. (2020) emphasized the significance of preserving academic integrity while learning online. at the same time, rojabi (2020) stated that online interaction and learning environment motivated students to understand the learning materials. this study uses the community of inquiry framework to achieve its goal (garrison & arbaugh, 2007). this framework is commonly used in online courses. it consists of three connected parts: social, teaching, and cognitive presence. the intersection of the three different presences is an essential component of the coi, according to which learning occurs. mailto:indra.kristianto@uajy.ac.id kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 53 figure 1. community and inquiry framework (garrison & arbaugh, 2007) furthermore, garrison et al. (2010) elicited that the ability of students to project their distinctive personalities to identify with and connect with the community and forge interpersonal connections is the first sort of presence or social presence. teaching presence involves planning, facilitating, and managing social and cognitive activities to achieve the desired learning outcomes. the degree to which students can create and verify meaning through consistent speaking and thinking is known as cognitive presence. the desire of students to take courses, engage in programs, and access resources online fundamentally alters the character of formal education. the severe adjustments imposed on numerous institutions and teachers caught them unprepared. therefore, there is a critical need for research at fbe uajy into effective teaching and learning strategies in an online environment. roberts (2004) stated that collaborative learning is scarcely novel. for thousands of years, people have been learning informally in groups. since students are still expected to learn on their own, especially at the university level, practically all formal education today still takes place in this setting. to help them learn, however, students frequently create informal study groups. furthermore, curtis and lawson (2001) discovered that online collaborative learning might produce results similar to those attained in a face-to-face classroom. in a collaborative learning setting, students cooperate to achieve shared learning objectives, such as a standard comprehension of the topic or a solution to a problem. therefore, collaborative learning techniques aid students in developing more sophisticated knowledge and higher-order thinking abilities through shared goals, investigations, and the process of meaning formation (brindley et al., 2009). communication and cooperation skills are employed in online group work. this study uncovers students’ perception of the teacher’s facilitation of online group work in english for managers class at fbe uajy. in philosophy, psychology, and cognitive science, qiong (2017) defines perception as becoming aware of or understanding sensory facts. the latin root words perceptio and percipio, translated as receiving, gathering, taking possession of, and apprehension with the mind or senses, are the source of the word perception. furthermore, qiong (2017) states that three stages make up the perception process: selection, organization, and interpretation. in addition, researchers need to consider perception's physical and psychological aspects to comprehend how humans create structure, stability, and meanings for the chosen inputs or how perception occurs. these two dimensions interact with one another to produce humans’ perceived results. goldstone and barsalou (1998) stated that much information from perception could be used to inform conceptualization so that the creation and application of concepts can alter perceptual processes. goldstone et al. (2010) argued that using perceptually rich objects is advantageous if we consider education to be the training of perception. however, it is crucial to develop perceptual processes that can work over these problems. kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 54 english for managers course at the faculty of business and economics, universitas atma jaya yogyakarta, is an english for specific purposes class. according to johns (2013), english for specific purposes (esp) is the name given to teaching and studying english as a second or foreign language when the students want to apply it in a specific field. furthermore, johns (2013) explains that the fact that the course objectives and material are tailored to the unique needs of the students is a crucial component of an esp course. the language, skills, and genres relevant to the particular english-language tasks the learners must complete are hence the focus of esp courses. esp students are primarily adult learners, though this is only sometimes the case. in terms of learning objectives, but not usually in terms of language competency, they are frequently a homogeneous group. critical issues in the teaching of english for specific purposes include how to identify learner needs, the genres that students must be able to produce as well as participate in, how to evaluate whether or not our students have been able to do this successfully, and what we can do to support them if they have not. gonzales ramirez (2015) conveyed that the definitions of esp have changed, reflecting the shifting perspectives of theorists, researchers, and practitioners. the common characteristics frequently referred to as “absolute features” in all the definitions offered, however, embrace esp’s goal of fulfilling the exceptional needs of a specific group of learners. considering that change is continuous in our globalized society, esp will keep expanding on its past by charting its course in the upcoming years. reflecting on the previously mentioned studies, there is a need of further investigation into online learning in an esp class. this research proposes new findings in students’ perception of teacher’s facilitation in online group work. furthermore, this study aims to uncover the students’ perception of the teacher’s facilitation in online group work in english for managers class at fbe uajy. research method this study seeks to understand how students at fbe uajy perceive the teacher’s facilitation of online group work in the english for managers class. a descriptive qualitative method was used for this study. the method investigated how well the participants understood the material and their attitudes, perspectives, and beliefs (nassaji, 2015). it was determined that this method was appropriate because it aimed to analyze students’ perceptions. research design this study employed an interactive model in qualitative research. according to maxwell in jones et al. (2021), the elements of a research study and how they could influence and be influenced by one another are included in an interactive model. subjects the subjects of this study were 24 fifth-semester students participating in the english for managers class of the faculty of business and economics, universitas atma jaya yogyakarta. the students experienced online learning and group work in the english for managers class. instruments the online questionnaire was utilized to collect data from participants who already have experience participating in online group work in english for managers class. the link to the questionnaire was distributed to english for managers microsoft teams class. based on the results, four participants were selected for interviews. the researchers asked four kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 55 participants to be interviewed based on their responses and agreement to participate in an interview. each of the four participants was contacted digitally for the interview using the video-conferencing platform microsoft teams. the semi-structured interview consisted of seven open-ended questions. the interviews were conducted in bahasa indonesia and lasted 10 to 15 minutes each to offer the participants greater flexibility to express themselves. however, if they felt more at ease expressing themselves in english, the participants were free to mix or switch to it. after transcription, the interviews were analyzed. data analysis the results of the questionnaire and interviews were analyzed using thematic analysis, which produced some important themes. the researcher also presented the findings in figures to make it easier to understand for general readers. research findings and discussion some themes were developed from the questionnaires and interviews: 1) selection of the communication platform (teaching presence), 2) groupings (teaching presence), 3) online group work projects (cognitive presence), 4) preand whilst-group work facilitation(social presence). the outcomes are shown in figures below, supported by the excerpt from the interviews with tata, tati, titu, and dani (all are pseudonyms) 1. selection of communication platform (teaching presence) figure 2. provision of a platform for online group work 0% 4% 4% 18% 72% the lecturer provided platform for online group work strongly disagree disagree neutral agree strongly agree kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 56 figure 3. types of communication platforms figure 2 and figure 3 indicate that the students perceived that the lecturer facilitated communication and discussion. the most utilized platform was microsoft team. other media utilized for synchronous activities were whatsapp and google. at the same time, other tools for asynchronous activities were forum embedded in the learning management system, which can be accessed in kuliah.uajy.ac.id in uajy. one of the participants stated that the lecturer asked the students to use microsoft teams. however, the students were free to use other online communication platforms. “the lecturer asked the students to use microsoft teams to do online group work. in microsoft teams, each group has its channels. by using those channels, the students could collaborate during online group work. however, other online communication platforms such as whatsapp or google doc could also be used during the discussions.” (tata, interview) another participant, tati, also noticed flexibility and stated that the lecturer allowed students to use other online communication platforms. “the lecturer already made the class in microsoft teams. the lecturer also provided channels for the students to collaborate in online group work. since the signal was not stable for all students, the lecturer let the students use other online communication platforms, such as whatsapp, to support the discussion in microsoft teams.” (tati, interview) tata and tati demonstrated that the lecturer had set up a platform to encourage student discussion. however, the lecturer would let the students select an online communication platform that would work best for all the group members regarding engagement outside class. the choice was made based on uajy’s recommendation and the viability and accessibility of microsoft teams. 20% 5% 5% 50% 25% whatsapp google zoom ms teams the learning management system kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 57 2. groupings (teaching presence) figure 4. groupings when inquired about the lecturer’s grouping method, most students had a positive perception of the method. according to the students, the grouping method helped and encouraged them to complete the project. “the groupings method was excellent. however, online group work had its challenges, such as a lousy internet connection. luckily, all the members of the online group work participated in the discussion.” (titu, interview) “the lecturer’s method of making the group was good. i remember well that i know the members of my group well so that we could work together well.” (dani, interview) 3. online group work projects (cognitive presence) figure 5 shows the students’ perception of the projects completed in online group work. figure 5. provision of projects for online group work most of the students stated that the online group work projects provided by the lecturer could enhance their english skills. moreover, the students also felt that their public speaking, communication, and collaboration skills improved. 0% 4% 13% 4% 77% strongly disagree disagree neutral agree strongly agree 0% 4% 13% 18% 63% strongly disagree disagree neutral agree strongly agree kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 58 “i enjoyed conducting the online group work projects provided by the lecturers because the projects were essential and related to my work life later.” (tata, interview) “i think the online group work projects were good so that we could practice public speaking and our pronunciation.” (titu, interview) 4. preand whilst-group work facilitation (social presence) figure 6. provision of clear instructions from figure 6, most students perceived that the lecturer provided explicit instruction for every group project. the students were happy that the instructions were orally presented during online class and provided in the learning management system in kuliah.uajy.ac.id. the interview showed similar results. according to tata, tati, titu, and dani’s statements from the interviews, the instructions for every online group work were clearly explained to the students in both written and oral form. figure 7. provision of online group work monitoring from figure 7, many students were satisfied with the lecturer’s monitoring during the online group work. the students stated that the lecturer visited each group while they were having online discussions in microsoft teams. “the lecturer often reminded the students to complete the projects a few days before the deadline via microsoft teams chat.” (dani, interview) 0% 4% 4% 18% 72% strongly disagree disagree neutral agree strongly agree 0% 4% 9% 27% 59% strongly disagree disagree neutral agree strongly agree kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 59 “the lecturer often joined the online discussion in the microsoft teams channels and asked questions about the projects’ progress.” (tati, interview) figure 8. provision of feedback/comment/score based on the information from figure 8, most students positively perceive the lecturer’s feedback/comment/score. “the lecturer provided comments during the discussion in the microsoft teams channel. furthermore, feedback was provided in the learning management system every time a project was finished.” (tati, interview) figure 9. provision of consultation most of the students positively perceived the consultation time provided by the lecturer. the group consultation was facilitated both within and outside of the class. “the lecturer provided consultation time for each group using microsoft teams’ channels.” (dani, interview) “the lecturer always replied to the students’ chats. moreover, the reply was quick and could answer the students’ questions to complete the project.” (tata, interview) discussion in an esp class that implemented the coi, the intersection of cognitive, social, and teaching presence was crucial. based on the findings, the students in efm class at fbe uajy positively perceived how cognitive presence took place through the learning models 0% 4% 4% 22% 68% strongly disagree disagree neutral agree strongly agree 0% 4% 4% 13% 77% strongly disagree disagree neutral agree strongly agree kristianto the students’ perception of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 60 design facilitated by the lecturer. the learning models led students to active learning in an english for specific purposes class, such as project-based learning. it supports a study by kaczkó and ostendorf (2022), which discovered that a criteria-guided, self-correcting, and context-sensitive inquiry could assist critical thinking when carried out with the necessary thinking abilities. however, in order to further develop cognitive presence in efm class at fbe uajy, the lecturer needs to find activities that drive the students to produce new ideas. since the lecturer facilitated them to converse and work together in online groups, the students positively perceived social presence. this result supports the study by lachner et al., (2022) which hypothesized that social presence is one of the potential fundamental mechanisms of learning by teaching. due to their familiarity with one another, the pupils felt at ease working together. according to ribosa and duran’s study (2022), feelings of social presence may lead to elaboration. in online group projects, the students collaborate, talk to one another, and assist one another to finish the projects. mohammad et al. (2023) stated that students and teachers could reinforce their interactions by including the coi components in the classroom context, increasing the learning process’s quality. furthermore, the results also show that students positively perceived the use of various facilitation tactics as a realization of the teacher’s presence. when there were discussions, and all the students were encouraged to participate by the lecturer, students in an online learning environment experienced a more profound feeling of community. suharno et al. (2022) stated that clarity of instruction, encouragement, reinforcement of a sense of community, comfort in conversing and student-student interaction, online discussion, combining new information, learning activities, and reflection were high in coi-facilitated classes. the lecturer offered the students a variety of communications platforms to use for interaction, including private and group chats on social media. it has also been possible to communicate synchronously using microsoft teams. it was anticipated that the students would be able to maintain their interest in the course, their classmates, and the course material. the data corroborates the finding by huizinga et al., (2022) that the efficient use of technology is anticipated to encourage greater interconnectedness among students. conclusion despite the challenges and complexities in online group work in efm class at fbe uajy, this study has demonstrated how the students perceived the teacher’s facilitation. the students possess positive perception towards cognitive presence’s facilitation, although, the lecturer needs to find activities that drive the students to produce new ideas. the participants possess positive perceptions since the lecturer encourages them to communicate and collaborate in online group work to facilitate social presence. the participants possess a positive perception since the lecturer provides explicit materials and instruction to facilitate teaching presence. thus, it can be concluded that most participants have positively perceived the teacher’s facilitation in online group work in efm class at fbe uajy. the limitation of the study is that assigning online group work among students in efm class seems challenging, particularly in monitoring the collaboration and communication process. references brindley, j. e., blaschke, l. m., & walti, c. 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(2022). dissecting students’ distance learning experiences with community of inquiry (coi) framework. the case of efl classroom. 2008, 541–550. https://doi.org/10.3968/10055 https://doi.org/10.1016/j.edurev.2022.100475 https://doi.org/10.12928/eltej.v3i2.2349 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.63-70 doi:10.33394/jo-elt.v10i1.7188 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 63 examples non-examples technique to improve students’ writing skills at smk islam kunjang m. syaichul muchyidin english lecturer, english education program, uniska kediri, indonesia corresponding author email: m.syaichul@uniska-kediri.ac.id a b s t r a c t s a r t i c l e i n f o smk islam kunjang is one of vocational high schools in kunjang district. smk islam kunjang is a relatively developing school in any things; such as the system of administration, relation, or teaching methodology or technique, because it runs for about 14 years old. smk islam kunjang is located suburbs. absolutely, most students were less in spirit to study more over english. the teacher has been trying to determine the technique in teaching especially teaching writing. the students’ writing was poor. one of the problems was the technique used. examples non-examples technique is one of the cooperative learning strategies that employ images and videos connected to fundamental skills and encourages students to be more creative and engaged in developing their own ideas about the subject that they are observing. in this study, eleventh-grade students at smk islam kunjang in the academic year 2022–2023 were asked to write descriptive texts with examples and without examples to see if this improved their writing abilities. action research in the classroom is the methodology (car). the tools were an observational study, a questionnaire, and a test. this study focused on tkj 1's eleventh grade, which had 45 pupils. the results showed that the average student in cycle one was 70.80%, whereas the average student in cycle two was 81.66. according to the means of cycles one and two, there was a considerable improvement from 77.78 to 81.66 and 70.80% to 89.68% of students passing the indicator of success, respectively. additionally, pupils showed higher interest in learning how to write descriptive texts. therefore, it is advised that students use the examplesnot-examples strategy to improve their writing, particularly in descriptive texts. article history: received: february, 2023 revised: june, 2023 published: june, 2023 keywords: descriptive text, example non example technique, writing skills, how to cite: muchyidin, m. (2023). examples non-examples technique to improve students’ writing skills at smk islam kunjang. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 63-70. doi:https://doi.org/10.33394/jo-elt.v10i1.7188 introduction a vital talent is writing. today, more than 85% of the world's population can write (graham, 2019). writing is a crucial ability for learning english, and it's also one of the language talents that has significantly impacted human employment. language can be represented visually through writing. the sounds of speech are represented by sets of symbols in writing systems, which may also include symbols for punctuation and numbers (pratiwi, 2016). writing as a process and product has a group of qualities that uniquely correspond to several potent learning strategies, which is why writing helps learning in a unique way (emig, 1997). brainstorming, planning, outlining, organizing, drafting, and revising are just a few of the cognitive and metacognitive tasks involved in the difficult mailto:m.syaichul@uniska-kediri.ac.id muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 64 process of writing (alisha et al., 2019). writing is a useful skill, a kind of literacy, a communication activity, and occasionally a way to evaluate students. the most difficult form of expression is writing. it is the last skill to master in the learning process. writing is a type of communication that can be used to make and keep in touch with others, send information, convey ideas and feelings, get people's attention, and persuade them (peter & singaravelu, 2021). writing a scholarly english review is a way for them to show off their writing skills. a summary is a condensed list of a text's main ideas. the pupils would almost certainly be given the assignment of summarizing a certain letter at some point during their lectures, with the main goal of summarizing. they sometimes, or frequently, incorporate summaries into more complex pieces of writing alongside quotes, paraphrases, and their own ideas. they undoubtedly summarize for a variety of reasons, both outside of and throughout their time in school (dewi & saputra, 2021). as a result, it may be concluded that writing ability can facilitate learning english. people can use writing to argue for or against a position and to provide information to others. writing is the most challenging topic to study, according to observations made during teaching and learning activities at smk islam kunjang during the academic year 2022–2023. students had trouble writing because (1) they were unsure of where to begin, (2) they lacked the relevant vocabulary and made lots of mistakes in sentence structure, (3) they lacked the motivation to participate in writing activities, (4) the teacher made a mistake in selecting the material and teaching strategy, and (5) there was no media support, which caused students to lose interest in the writing class. it is backed by (asiah et al., 2020), who claimed that most students had a limited vocabulary and had trouble choosing the correct words to describe an object when they were completing a task. as a result, these elements have an impact on student writing quality, and also sa’adah (2020) said that to create good writing, there are several aspects for the writer to pay close attention to. those are 1) content, 2) organization, 3) vocabulary, 4) language, and 5) mechanic. one effective approach to resolving these issues was a teaching strategy that might enhance pupils' writing abilities. the use of example-free writing exercises can help pupils' writing abilities. the example non-example technique is a teaching strategy that disseminates information by using images as media. students are asked to think critically and analyze utilizing the offered example when adopting this approach (amrianto & lufri, 2019). examples-without-examples is one of the cooperative learning strategies that make use of images and videos pertaining to fundamental competency. it is intended that the pupils' writing will advance. the teacher prepares the pictures in accordance with the topic and learning objectives that have been outlined; (2) the teacher posts the picture on the board or presents it through an lcd projector or ohp; (3) the teacher gives students guidelines, time, and opportunities to observe, analyze, and study the existing pictures; and (4) through a group discussion of two or three students, the discussion is conducted (sukarman et al., 2019). the findings of this study demonstrated that the examples-without-examples technique enhances the writing abilities of smk islam kunjang students in the eleventh grade. research method in order for the data to be reliable and simple to evaluate, the researcher's role as the primary instrument and contributor to the study's success and sustainability is crucial. students in tkj 1 in the eleventh grade at smk islam kunjang were the focus of this investigation. classroom action research was the research methodology employed in this study (car). car is a reflective examination done by action actors with the goal of improving the consistency of their reasoning (wonorahardjo et al., 2022). two rounds of this classroom action research (car) were carried out. each cycle had four sessions, with the four processes muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 65 of planning, carrying out, observing, and reflecting. through the process of action research, educators carefully and methodically assess their own practice while utilizing research methods. participants create a research question, gather information over the course of the year, assess what they have discovered, and then present their results in writing. participants commonly utilize observations, interviews, surveys, and journals to gather information to answer their questions (khasinah, 2013). subject this study focused on the forty-five (45) students in tkj 1 in the eleventh grade at smk islam kunjang during the academic year 2022–2023. there were 16 male pupils and 29 female students. instruments both observation and testing were utilized as the research's instruments. in the social sciences, observation is also one of the most crucial and challenging research techniques. it could serve as the project's primary methodology or one of several qualitative methodologies that supplement it (ciesielska et al., 2018). in this study, field notes were used for observation, and tests were the other tool. writing a descriptive text test was the test that was employed in the study. gap filling, form completion, correcting mistakes, letter writing, and essay writing are all typical writing test assignments (kitao & kitao, 1996). data analysis this study was conducted in two cycles. cycles 1 and 2 were the first and second, respectively. 1. the initial cycle in terms of planning, the researcher created a lesson plan, analyzed the curriculum to identify core competencies and basic competencies, prepared a model for the technique of examples without examples, prepared materials, prepared media, and set up instruments like an observation checklist, a test, a questionnaire, and field notes. there were three activities during implementation: a pre-activity, a primary activity, and a post-activity. it did, however, describe the primary purpose of each meeting. there were steps of observing, inquiring, and exploring in the initial meeting. the kids looked at the photographs that the teacher had provided during the observation. the pupils examined the traits of the thing, person, and animal according to the grouping in the asking under the teacher's direction. the kids fully understood the explanation of descriptive text during their exploration. there was exploration at the second meeting. the students learned about and were given an explanation of the examples-without-examples technique for writing descriptive text; they also learned a variety of vocabulary words related to the traits of objects, people, and animals in accordance with the categorization used in the descriptive text displayed on ohp; and they were given an example of descriptive text. those were exploratory activities. there was exploration, association, and communication during the third encounter. when the kids are investigating, the teacher uses the example non-example strategy to provide a descriptive text example, and she also shows them the photos so they can see it. in the associating activity, the teacher split the class into pairs of desk mates, and the students discussed or described one of the pictures they won in the lottery with their group. the teacher then gave them a series of guided questions, and the students wrote the answers on a piece of paper. the task took about 30 minutes to complete. the teacher created a summary of the papers from the students and examined the objectives of the content that was given before drawing a conclusion based on the students' level of basic competency. each group was required to present the results of the discussion in front of the class at muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 66 random. the fourth meeting included investigation and assessment. by using photographs that were taped to the whiteboard throughout the exploration, the teacher helped the students learn vocabulary regarding traits of things, people, and animals in descriptive texts. every student is required to write one sentence beneath each image, and the teacher will then administer the test. the teacher assigned the students a task to complete for the evaluation, which they had to complete in 40 minutes. the pupils then turned in a written assignment. the collaborator watched every condition and circumstance that occurred in the classroom as well as the kids' behavior. after some reflection, the score of the students was found to be still low. only 70.80% of pupils met the score. some pupils some kids didn't take listening to the teacher seriously. several pupils were some students were still unsure on how to look at and evaluate the pictures the teacher had displayed. the classroom was full of students. some students were still unsure on how to learn some words based on the teacher's illustrations. some students were still unsure on how to characterize the teacher's provided visuals. the second cycle was advocated in this reflection as a way to increase student engagement and performance in the writing-learning process. 2. the following cycle the stages from the first cycle were repeated by the researcher. the first involved planning, the second involved carrying it out, the third involved watching, and the fourth involved reflecting. the researcher explained the new technique used and gave the examples more clearly, creating an interesting atmosphere in teaching writing of descriptive text by using examples non examples, giving the students the chance to ask some questions about the subject they did not understand. on the planning, the researcher gave the examples to observe and analyze the pictures shown by using examples non examples technique, explaining in understanding the grammatical features more clearly, and giving the students the chance to ask some questions. regarding implementation, this second cycle's major activity, in particular, used the same activities as the first meeting. but some changes were made. at the conclusion of the activity, reflection and follow-up were added. it was helpful to make sure that the pupils understood the topic. the observer took note of every circumstance and situation that occurred in the classroom as well as the pupils' behavior. using examples rather than non-examples to teach writing descriptive language was effective in the second cycle, it can be reflected. the writing technique was helpful. the students' performance also increased. students classified success in 89.68% of cases. it had an 81.66 average. additionally, students seemed more motivated and active. research findings and discussion research findings this study was divided into two cycles. the analysis's findings indicated that pupils' writing abilities may be enhanced. it became clear after each cycle was put into action. 1. the initial cycle the planning process came first. as a teacher, the researcher intended to analyze the curriculum, create a lesson plan, create a model using the approach of examples without examples, prepare materials and media, and set up the instruments, such as an observation checklist, test, questionnaire, and field notes. implementation was the following phase. in four meetings, this implementation was completed. however, the process of instructing students on how to write descriptive language did not go smoothly. it was demonstrated by the teacher-student interaction during the teaching-learning process. the strategy used was as follows: 1) the students were given an muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 67 explanation of the descriptive text and how to use the "examples without examples" technique in writing; 2) the students were given a variety of vocabulary terms related to the traits used in the example of descriptive text on ohp; 3) the teacher displayed some pictures, and the students noticed it; 4) using guided questions, the teacher paired up the kids with their desk mates and had them discuss and describe one of the photographs they had won in the lottery with their group. after spending about 30 minutes writing the task, each group was required to read the discussion's outcome in front of the class at random. finally, each group turned in their paper to the teacher, who summarized the material taught and came to a conclusion based on students' level of fundamental competence. the third phase involved watching. the collaborator in this case observed and evaluated the teaching and learning process. the outcome demonstrated that student engagement has remained low. the reason was that the teaching and learning process was not yet at its best. because the teaching and learning activity was subpar, it had an impact on the students' writing accomplishments. the outcome demonstrated that the students' writing abilities from the first cycle were still lacking. the students' performance was still subpar. the students' skill class percentage remained at 70.80% at that time. the greatest and lowest scores were 86 and 68 respectively. it meant that while 30 students had met the minimal mastery criterion, 15 had not. in conclusion, student proficiency was still below the success indicator. reflection is the final phase. the researcher assessed what was done in the first cycle and came to the conclusion that this cycle was unsuccessful for the following reasons: 1) the teacher's voice was not loud enough so the students could hear the explanation clearly, 2) some students were not serious to pay attention to the teacher, 3) some students were still confused to observe and analyze the pictures shown by the teacher, 4) some students were crowded in the class, and 5) some of the students were still confused. to address them, the researcher held the second cycle with a few special interventions, including: 1) the teacher should pay attention to all students and speak louder; 2) the teacher should create an engaging environment for teaching writing and give more attention to the students who were not serious about paying attention to the teacher; 3) the teacher gives examples to observe and analyze the pictures shown clearly; and 4) the teacher asked the students questions. 2. the following cycle, the planning process came first. the researcher and the teacher prepared a specific approach to address the issue at hand. the treatments included: 1) providing examples for how to clearly observe and analyze the pictures displayed and paying closer attention to the students who weren't serious about learning; 2) explaining in understanding the grammatical features more clearly and giving the students the chance to ask some questions about the subject they didn't understand; 3) explaining the new technique the teacher used; 4) providing examples of descriptive text more clearly; and 5) encouraging the students to ask questions about the material they didn't understand. the second cycle saw some additions and modifications to the examples-only methodology. the therapies made the teaching and learning activities operate well. it was because the planning that had been done and the teaching and learning processes were appropriate. as a result, the pupils' writing abilities and level of activity were higher than in the first cycle. the third phase involved watching. here, the collaborator watched while the teacher and students engaged in the teaching and learning process. the outcome demonstrated that the second cycle has the potential to significantly alter the students' educational activities. the kids' enthusiasm for creating descriptive language served as proof. because the activities were carried out effectively during the teaching and learning process, it had an impact on the students' ability to write descriptive texts. the findings indicated that the students' writing muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 68 abilities had improved. the students' performance was still subpar. the students' skill class percentage remained at 89.68% at that time. the greatest and lowest scores were 86 and 69 respectively. in other words, 9 pupils failed the score of writing, whereas 36 students got the score. in conclusion, pupils' abilities could result in success indication. reflection was the final action. the students' achievement was better, it was determined after collecting all the data. the second cycle's improvement could be seen in the students' actions, who were more engaged and motivated during the teaching and learning process. the pupils' first cycle writing score was 77.78, while their second cycle writing score was 81.66. this progress was directly related to the teacher's efforts to maintain and improve the class's learning environment. when the students struggled with the teaching and learning process, she closely supervised and guided them. discussion according to the findings, this method may help pupils' writing abilities. the implementation did not function well, as was evident from the first cycle. the children still lacked motivation and were sluggish in their activity completion. in addition, they paid no attention. this finding supports the use of images and videos in examples-not-examples techniques to demonstrate fundamental competency. the intention was for the pupils to create their concepts for the descriptive text. however, it failed because the teaching and learning processes were not yet at their best. additionally, it affected their skill, which was still lacking. the average result was 65,17. the pupils' percentage in the skill class was still 8,6% at that time. 37 pupils failed the test, meaning that only 8 students passed the test. in conclusion, student proficiency was still below the success indicator. however, compared to the first cycle, the second cycle was superior. it was a result of the first cycle's review being more thorough and motivating in nature. students completed the work with enthusiasm and enjoyment thanks to the second cycle's activity. in addition, the students' abilities had improved. from an ideal score of 78, the mean score improved to 81.66. the greatest and lowest scores were 86 and 69 respectively. the percentage of pupils that met the minimum requirement was 89.68%. the minimal mastering criterion was passed by 36 students, who were categorized as successful, while the minimal mastery criterion was not met by 9 students, who were classified as unsuccessful. the outcome shows that the examples-without-examples method may enhance pupils' writing abilities more than before. it is supported by gundary & aprizon (2019). he stated that the use of example non-example strategy improves students' writing on descriptive text there are four factors that change the improvement in students' writing skills in the descriptive text. 1) paying attention to all students; 2) creating an engaging environment for teaching writing; 3) giving examples to observe and analyze the pictures shown clearly; and 4) asking the students questions. conclusion based on the findings of the classroom action research, it can be said that the field notes and observation checklist demonstrated that the classroom environment during the teaching and learning process contributed to a stimulating and enjoyable learning environment. while the results of the first questionnaire, which was given as part of the preliminary study, indicated that students' interest in learning english was still low, the results of the second questionnaire, which was given at the conclusion of the second cycle, indicated that most students were interested in learning to write using the examples-without-examples technique because it could help them sharpen and develop their ideas and creativity in writing. then, there is a noticeable improvement between before and after the smk islam kunjang 11th grade students were taught using the examples-without-examples method. it muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 69 was clear from the evaluation of the students' writing that there had been a significant improvement between the first and second cycles. it was shown that in the first cycle, the mean was 78.00, with 30 students or 70.80% of the class getting good scores and 15 students or 20.20% failing to do so. on the second cycle, there were 36 students successful, or 89.68% of them, and 9 students who did not, or 10.32% of them; the mean was 81.66. additionally, it can be employed as one of the most efficient methods for enhancing writing abilities. it is advised that the teacher use more creative methods while instructing english writing so that the learning process is more engaging. it may also be one of the methods that make it simple to compose an english text. then, when writing in english, the students should be more imaginative and energetic. through the use of this strategy, it is intended that their writing would improve. the outcome can also provide information and references to the subsequent researcher, enabling them to conduct a better and more thorough investigation. references alisha, f., safitri, n., santoso, i., & siliwangi, i. (2019). students’ difficulties in writing efl. professional journal of english education, 2(1), 20–25. amrianto, a., & lufri, l. (2019). effect of example non example method implementation in scientific approach and discovery learning model on vii grade students’ cognitive competence in learning natural science. journal of physics: conference series, 1387(1), 0–6. https://doi.org/10.1088/1742-6596/1387/1/012049 asiah, n., ardian, e., & amri, s. (2020). a study on the students’ factor difficulty in writing narrative text at viii grade of mts sabilal muhtadin tembilahan. j-shelves of indragiri (jsi), 1(2), 84–97. https://doi.org/10.32520/jsi.v1i2.1057 ciesielska, m., boström, k. w., & öhlander, m. (2018). observation methods bt qualitative methodologies in organization studies: volume ii: methods and possibilities (m. ciesielska & d. jemielniak (eds.); pp. 33–52). springer international publishing. https://doi.org/10.1007/978-3-319-65442-3_2 dewi, a. k., & saputra, n. (2021). problems faced by students in writing english academic summary. middle eastern journal of research in education and social sciences, 2(2), 126–135. https://doi.org/10.47631/mejress.v2i2.257 emig, j. (1977). writing as a mode of learning. college composition and communication 28, 122–128. graham, s. (2019). changing how writing is taught. review of research in education, 43(1), 277–303. https://doi.org/10.3102/0091732x18821125 gundary, p., & aprizon, a. (2019). improving students’ writing skill of descriptive text by using example non-example strategy at grade x of vocational madrasah aliyah adzqia belimbing. al-ishlah: jurnal pendidikan, 11(1), 17. https://doi.org/10.35445/alishlah.v11i1.95 khasinah, s. (2013). classroom action research. jurnal pionir, 1(1), 33–61. kitao, s. k., & kitao, k. (1996). testing writing. [washington, d.c.] : distributed by eric clearinghouse. https://eric.ed.gov/?id=ed398259 peter, j., & singaravelu, g. (2021). problems in writing in english among high school learners. aegaum journal, 8(9), 1502–1515. pratiwi, k. d. (2016). students ’ difficulties in writing english : a study at the third semester students of english education program at university of bengkulu. e-journal universitas bengkulu, 1(2), 1–13. sa’adah, a. r. (2020). writing skill in teaching english: an overview. educasia: jurnal pendidikan, pengajaran, dan pembelajaran, 5(1), 21–35. https://doi.org/10.1088/1742-6596/1387/1/012049 https://doi.org/10.32520/jsi.v1i2.1057 https://doi.org/10.1007/978-3-319-65442-3_2 https://doi.org/10.47631/mejress.v2i2.257 https://doi.org/10.3102/0091732x18821125 https://doi.org/10.35445/alishlah.v11i1.95 https://eric.ed.gov/?id=ed398259 muchyidin examples non-examples technique ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 70 https://doi.org/10.21462/educasia.v5i1.41 sukarman, s., lisnani, l., & inharjanto, a. (2019). comparative study of learning models example-non-example and picture-and-picture on natural science subjects. journal of physics: conference series, 1157(2), 0–5. https://doi.org/10.1088/17426596/1157/2/022006 wonorahardjo, s., karmina, s., & habiddin, (eds.). (2022). improving assessment and evaluation strategies on online learning: proceedings of the 5th international conference on learning innovation (icli 2021), malang, indonesia, 29 july 2021 (1st ed.). routledge. https://doi.org/10.1201/9781003261346 https://doi.org/10.21462/educasia.v5i1.41 https://doi.org/10.1088/1742-6596/1157/2/022006 https://doi.org/10.1088/1742-6596/1157/2/022006 https://doi.org/10.1201/9781003261346 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.83-94 doi:10.33394/jo-elt.v9i1.5228 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 83 sem-pls analysis of factors affecting the effectiveness of english course online learning during covid-19 pandemic #1 ely trianasari, *2 ika yuniwati, *3 made detri suryantini #1 english lecturer, mechanical engineering, politeknik negeri banyuwangi, indonesia *2 statistics lecturer, mechanical engineering, politeknik negeri banyuwangi, indonesia *3 english lecturer lecturer, english education, universitas triatma mulya, indonesia corresponding author email: ely.trianasari@poliwangi.ac.id a b s t r a c t s a r t i c l e i n f o online learning is an alternative approach for continuing the learning process while the covid-19 epidemic is underway. this research was undertaken to find out the factors affecting the effectiveness of english course online learning at banyuwangi state polytechnic during the covid19 pandemic. the factors studied included the quality of the media, the quality of the students, the quality of the modules/materials, the quality of the learning methods, and the quality of the tutors/trainers. the number of respondents was 259 students who were taken by using a purposive random sampling. the instruments used in this research were questionnaire and interview delivered online. the partial least square (pls) approach was used to examine this study model, which was aided by smart pls software. as for the results of this study, the overall pvalue is smaller than 0.05, meaning that all variables have a positive influence on the effectiveness of online learning. the highest influence is from the variable of quality of students and the lowest is from the quality of tutors. the findings implicate that to deliver a successful online learning course, teachers must be able to create a new learning experience and atmosphere at each meeting through the use of diversified media, real learning resources, and appropriate learning methods in order to pique students' interest and motivate them to participate more actively in learning. article history: received: june, 2022 revised: june, 2022 published: june, 2022 keywords: learning effectiveness, online learning, sem pls, how to cite: trianasari, e., yuniwati, i., & suryantini, m. (2022). sem-pls analysis of factors affecting the effectiveness of english course online learning during covid-19 pandemic. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 83-94. doi:https://doi.org/10.33394/jo-elt.v9i1.5228 introduction despite the limits imposed by the covid-19 epidemic, the teaching and learning process continues. as a result, the learning process is carried out via a home-based distance learning strategy. this has an impact on the transformation of face-to-face learning activities into an online system, starting at the lowest level (kindergarten or study group) and continuing to the highest level (university). online learning is a big challenge for most teachers, especially in indonesia. some researchers revealed some obstacles in implementing online learning during covid-19 pandemic. the first and foremost dealt with internet network connections at home (amka et al., 2020; damayanthi, 2020; halimah & siti, 2020). because online learning is inextricably mailto:ely.trianasari@poliwangi.ac.id trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 84 linked to the internet network, a bad internet network connection is one of the challenges students and teachers encounter, particularly those who live in rural, isolated, or disadvantaged locations. even when using a cellular network, the network can be unreliable because the geographical location is still outside of the cellular signal coverage area. based on the results of interviews with students and teachers under this study, the network that was sometimes unstable resulted in a lack of optimization in learning. it could be that students did not fully hear the material or instructions delivered because it was cut off due to network problems. the signals that sometimes went up and down also made teaching and learning time even more delayed when online classes took place. in the context of efl learning, ahmad (2016) in ariani & tawali (2021) faced problems in a listening session, the ict equipment applied by teachers was often ineffective. it is further explained that lecturers can't always keep an eye on students when conducting speaking tests, and they can't always prepare the students to talk during online classes. this is in line with what was conveyed by abbasi et al. (2020) and susilana et al. (2020) who said that students find it difficult to master subjects that involve practice. the success of online learning is determined by the design and preparation of learning materials, the participation of lecturers in online environments, interaction between lecturers and students, and students with other students (sun, 2016; wu & liu, 2013, and bao, 2020). regarding the latter problem, hadisi and muna (2015) confirmed that online learning results in a lack of interaction between teachers and students and even between students themselves. student satisfaction with online learning is influenced by their social presence (shea et al., 2001). this is a critical indicator of student motivation because they feel more engaged and motivated when their comments are valued and their inquiries are answered when they interact with instructors and classmates (woods & baker, 2004). in conducting online learning, teachers or lecturers can use many kinds of applications, both paid and free, such as google classroom, facebook, zoom, youtube, whatsapp, google meet, mooc, etc. according to mbukusa (2018), using whatsapp as a resourceful teaching tool can make it difficult for students to balance online activities (whatsapp) and academic preparation, as well as distract students from completing projects and sticking to their private study schedule. in using social media as resourceful teaching method, teachers must be more careful in choosing the media because students will easily be distracted between the learning process and only playing on social media, which has an impact on not completing the assignments or not delivering the learning materials. of the many platforms used as resourceful teaching methods, the use of video conferencing such as zoom and google meeting is more widely used by teachers at the banyuwangi state polytechnic. as a result, students tend to feel bored because they have to move from one video conference to another every day. boredom can also be one of the factors that make line learning not yet effective. according to dr. lim boon leng (2020), a psychiatrist from gleneagles hospital on liputan 6.com, the body and brain are always trying to maintain balance or homeostasis in this situation (online). he explained that when a zoom meeting becomes boring, dopamine levels tend to drop, and the positive reinforcement for staying focused slowly dissipates. thus, there is a natural urge to maintain dopamine levels by seeking stimulating experiences from the surrounding environment. therefore he then suggested that the video conference should be no longer than 40 minutes. on the basis of the preceding context, the goal of this research is to find out the factors affecting the effectiveness of learning activities, especially the english course carried out online at the banyuwangi state polytechnic during the covid19 pandemic. learning effectiveness in this study is the ability to achieve the goals that have been set which results in changes in both attitudes and new skills in this case language skills, especially english in students, shown by results in the form of satisfactory scores in the online learning trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 85 environment during the covid19 pandemic. the aspects studied include the quality of the media (arizona et al., 2020; salehudin, 2020), the quality of the students (wilson, 2020), the quality of the modules/materials (sun, 2016; wu & liu, 2013, and bao, 2020), the quality of the learning methods, and the quality of the tutors/trainers (gray & diloreto, 2016; ngo et al., 2021; suryani & sugianingrat, 2021). the statistical analysis technique used is the structural equation model (sem) pls/ partial least square with assisted by smart pls software. research method research design this study aims to determine the factors that influence the effectiveness of online english learning activities at the banyuwangi state polytechnic during the covid19 pandemic. there are five variables observed in this study which include, five independent variables (quality of media, quality of students, quality of modules/materials, quality of learning methods, quality of tutors) and one dependent variable (factors affecting learning effectiveness). the relationship between the five variables is described as shown in figure 1. figure 1. model of research variables population and sample the population in this study were all students who took english courses during the covid19 pandemic. the number of students of each study program taking english courses namely diii informatics engineering study program as many as 170 students, diii civil engineering study program as many as 80 students, diii mechanical engineering study program as many as 110 students, and div ship manufacturing engineering, agribusiness, livestock product processing technology, and tourism business management study program are respectively 53, 115, 87, and 114 students. the total number of students is 730. the number of respondents taken was determined using the slovin formula with an error rate/significance level (𝛼) of 5%. the sampling used a purposive random sample with the number of each study program namely 60 students of diii informatics engineering, 28 students of diii civil engineering, 39 students of diii mechanical engineering, 19 students of div ship manufacturing engineering, 41students of div agribusiness, 31students of div livestock product processing technology, and 41 students of div tourism business management. research instruments the data was found by two research instruments. they were questionnaire and interview. the questionnaire developed was an online questionnaire having indicators related to learning effectiveness. the number of statements in the questionnaire was 20 statement trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 86 items using a likert scale of 1-4. the interview was used to collect information about the problems faced by both english lecturers and a few students on the process of online teaching and learning during the covid-19 pandemic. in this research, the researcher used a semistructured interview and the process of interviews was also conducted online. data analysis the result of data of the questionnaire was used in the partial least square (pls). this method was used to examine this study model, which was aided by smart pls software. pls is a non-parametric structural equation modeling (sem) method that may be used to solve complex problems in the relationship between variables when the data sample size is limited (30-100 samples) and the data does not conform to a single distribution (yamin & kurniawan, 2009). data analysis carried out includes the validity and reliability test of variables, inner model analysis, and outer model analysis. research findings and discussion research findings every variable has 4 indicators. when we want to know which indicator is the most influential, we must first know the validity and reliability of indicators, then the outer model and the inner model. the validity analysis is founded by loading factor. the loading factor value is used to determine convergent validity by looking at item dependability (validity indicator). the loading factor is a statistic that depicts the relationship between a question item's score and the construct indicator's score in measuring the construct. a valid loading factor is one that is more than 0.7. according to hair et al. (1998), for an initial review of the loading factor matrix, a loading factor of about 0.3 is assumed to have met the minimum threshold, a loading factor of about 0.4 is thought to be better, and a loading factor greater than 0.5 is generally considered significant. the maximum loading factor employed in this investigation is 0.4. table 1 below shows the findings of the loading factor after processing the data with smart pls 3.0. table 1 loading factor value no variabels indicators outer loading 1. quality of media km1 km2 km3 km4 0,470 0,632 0,774 0,653 2. quality of modules/materials kma1 kma2 kma3 kma4 0,676 0,724 0,538 0,549 3. quality of learning methods kmp1 kmp2 kmp3 kmp4 0,697 0,758 0,545 0,534 4. quality of tutors kp1 kp2 kp3 kp4 0,670 0,701 0,627 0,606 5. quality of students kpd1 kpd2 kpd3 kpd4 0,649 0,511 0,522 0,793 trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 87 in table 1, the loading factor value shows more than 0.4, so it can be said to be good. value of loading factor used in discriminant validity test. the discriminant validity test is carried out. the cross-loading value of the construct measurement is used to determine discriminant validity. the cross-loading value represents the level of correlation between each construct and its indicators, as well as indications from other block constructions. a measurement model has good discriminant validity. if the construct's correlation with its indicators is stronger than the correlation with indicators from other block constructs. the results of this investigation for discriminant validity are shown in table 2. table 2 correlation value between constructs with the square root value of ave no variables km kma kmp kp kpd 1. quality of media 0,641 2. quality of modules/materials 0,330 0,641 3. quality of learning methods 0,535 0,397 0,627 4. quality of tutors 0,285 0,230 0,297 0,652 5. quality of students 0,532 0,366 0,531 0,317 0,629 the ave square root value for each construct is bigger than the correlation value, as shown in table 2, implying that the construct in this study model has good discriminant validity. this means that indicators are valid to form a model. the outer model can be evaluated by looking at construct reliability or latent variables as shown by composite reliability scores, in addition to examining convergent and discriminant validity. if the composite reliability value is more than or equal to 0.7, the construct is considered reliable. table 3 summarizes the findings of the composite reliability analysis. table 3 composite reliability value no variables composite reliability 1. quality of media 0,731 2. quality of modules/materials 0,731 3. quality of learning methods 0,718 4. quality of tutors 0,747 5. quality of students 0,717 the composite reliability value for all constructions is greater than 0.70, according to the smart pls output in table 3, all constructs have good reliability as a result of the resulting value, which is within the specified minimum value limit. the inner model, or structural model, is tested after the outer model has been tested. the r-square (reliability of indicator) for the dependent construct and the t-statistical value of the path coefficient test can be used to evaluate the inner model. the higher the r-square value, the better the prediction model of the suggested research model. the value of the route coefficients indicates the level of significance in hypothesis testing. the coefficient of determination for the analysis of variant (r2) or determination test, which is used to determine the influence of the independent variable on the dependent variable, is shown in table 4. trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 88 table 4 r-square value variables r-square effectiveness factors 0,996 in table 4, the quality of the media, the quality of teaching modules, the quality of learning methods, the quality of educators, and the quality of students can explain 99.6% of the variability of the constructs of the factors that affect the effectiveness of online learning in english courses, with the remaining 0.4 percent explained by constructs not studied in this study. the inner model (structural model) test results, which include r-square output, parameter coefficients, and t-statistics, are utilized to test hypotheses. the significant value between constructs, t-statistics, and p-values, among other factors, are used to decide whether a hypothesis should be accepted or rejected. the assumptions for this inquiry were tested using the smart pls (partial least square) program. these values can be seen in the bootstrapping results. as a rule of thumb, t-statistic > 1.96 with a significance threshold of pvalue 0.05 (5%) and a positive beta coefficient were used in this investigation. table 5 demonstrates the importance of analyzing this study's premise, and figure 2 depicts the research model's findings. figure 2. the result of research model table 5 path coefficient results no variabels original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) p values 1. quality of media -> effectiveness factors 0,305 0,303 0,016 19,406 0,000 2. quality of modules/materials -> effectiveness factors 0,250 0,245 0,022 11,154 0,000 trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 89 3. quality of learning methods -> effectiveness factors 0,304 0,302 0,017 17,848 0,000 4. quality of tutors -> effectiveness factors 0,209 0,210 0,028 7,469 0,000 5. quality of students -> effectiveness factors 0,311 0,310 0,017 17,873 0,000 in table 5, it is known that the overall p-value is smaller than 0.05 so it can be concluded that all variables have a positive influence on the effectiveness of online learning. the highest influence is from the variable of quality of students and the lowest is from the quality of educators. discussion the correlation between quality of students and effectiveness of learning during the covi̇d-19 pandemic the rapid growth of information technology necessitates a paradigm shift in the way learners study. in the past, the instructor was always thought to be the center of learning, but now it is the students who are the center of learning. teachers and students are separated in distant learning (different distances, different places, and sometimes different times). as a result, learners' independence is predicted to be higher than that of traditional education students, and the utilization of interactive learning material will be more optimal. because the learning system is independent and receives very little aid from the teacher, friends, or other parties in the setting of distance or online learning, learners are forced to be more active, engaging, and participative in the learning process. less engaged learners are more likely to fail in their studies. students must also increase their readiness to self-directed learning because online learning uses more self-directed learning (wilson, 2020). the correlation between quality of media and effectiveness of learning during the covi̇d-19 pandemic one of the supporting success in learning process is the use of learning media. learning media is a tool that can be used to communicate educational messages (sanaky, 2013). according to dabbagh and ritland (2005), an open and distributed learning system that uses pedagogical tools (educational aids) to assist the production of learning processes and knowledge through meaningful action and interaction is referred to as online learning. it is enabled by the internet and network-based technology. google classroom, facebook, zoom, youtube, whatsapp, google meet, mooc, and other online learning media should be able to assist (sanaky, 2013): a. teaching attracts the attention of learners so that they can foster learning motivation. according to cole and todd (2003) interactive media can elicit a favorable response from students and boost their interest in learning, as evidenced by very high learning evaluations and outstanding learning activities. b. teaching materials have a clearer meaning, so that students can understand them better, and allow students to master the objectives of teaching well. the presence of learning media can help teacher clarify the subject matter presented. clarity of material is critical in developing and maintaining conducive, optimal, and enjoyable learning circumstances and environments that allow the learning process to operate smoothly and learning objectives to be met. c. students are not bored, and teachers are not exhausted, because different learning methods are more than just verbal communication through the teacher's spoken words. fakhrurrazi (2018) said that learning that uses a lot of verbalism will certainly be trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 90 boring. the use of learning media has a fairly important meaning because in the learning process, the ambiguity of the material presented can be helped by presenting the media as an intermediary. the complexity of the material presented can be simplified with the help of the media. the media can also represent certain words or sentences, even abstract material can be made more concrete with the presence of the media (andriyani, 2017). d. learners participate in additional learning activities because they don't just listen to the teacher's instructions; they also observe, do, demonstrate, and so on. student involvement in the learning process is very necessary to achieve effective learning, and with the help of learning media, it can provide more opportunities for students to be actively involved in the learning process. when selecting learning media, especially for distance learning, it should be adjusted to the material and learning objectives, student characteristics, environmental conditions, learning design, and the breadth of the range served, etc. besides, the chosen learning media must be able to meet the needs or achieve the learning goals that have been set. the correlation between quality of modules / learning materials and effectiveness of learning during the covi̇d-19 pandemic the role of learning materials, especially in the distance learning process is also very important. the module can be formulated as a complete and stand-alone unit and consists of a series of activities that are structured to help students achieve a number of goals that are specifically and clearly formulated (nasution, 2003). in online learning, the provision of material by the teacher is relatively small and not yet effective. in addition, access to ask questions to teachers and friends is also not as wide as face to face learning, by learning through modules/learning materials, students will: (suryosubroto, 2002). a. know the extent of their knowledge before studying certain subject matter. in the module, the substance more emphasized is the independence of students (self-study in a certain period) (nasution, 2003). one module contains units of learning material based on the learning outcomes of the subject. module is designed to support students read or study subject matter independently before the topic is being discussed in online meeting. b. be able to study the chronology of each subject by viewing and studying the descriptions and examples. with descriptions and examples presented in the module, students will be able to comprehend and absorb the material better. c. be able to work on questions and then match the results of their work with the answers provided in the module. not only read or study the learning material, by having module they can also get more opportunities to practice by answering the questions. the more you practice, the more perfect the competence. d. be able to study reference books that have been notified in the module as a reference if they have difficulty in learning the learning material. if they find any difficulty in understanding the certain topic in the learning material, the students can broaden their understanding by reading the references provided in the module. considering the importance of learning materials, especially in online learning, teachers need to develop good learning materials according to the needs and characteristics of students. the learning materials are then reviewed or evaluated within a certain period for improvement in the development of new learning materials. trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 91 the correlation between quality of learning method and effectiveness of learning during the covi̇d-19 pandemic. the learning method aims to improve the quality of learning for the better. it is a way that can be used to implement strategies in facilitating the implementation of a teaching and learning activity in order to achieve predetermined goals (madjid, 2012). the selection of learning methods is based on the following considerations (bahri, 2010): a. it’s always goal oriented. whatever the learning method chosen, it must be able to help the teacher achieve the learning goal, that is attaining the skill and competence that must be mastered by the students. b. it’s not only tied to one alternative. there are many alternatives of learning method the teacher can use in their teaching and learning activities. the teacher can mix and match the learning method that most suitable to be applied in the classroom or in online learning condition. c. it’s often used as a combination of various methods. each student has different learning styles. so it is important for the teacher to combine various method that is compatible with students’ characteristics to help them improve their academic ability. d. it’s often used alternately from one method to another. learning is a process and a way of getting knowledge and information that can be used to become more intelligent. students' individual capacities in receiving instruction differ. teachers frequently fail to recognize that not all students in a class can effectively absorb information. this is where a teacher's capacity to provide a range of learning that can be assimilated by all students at varied levels of aptitude comes into play (fahrurazi, 2018). bahri (2010) further explained that the selection of learning methods has many influencing factors and needs to be considered, such as: a. the goals with various types and functions. the goal or objective that expected as the outcome of the lesson also influence the strategy to be used by the teacher. the chosen learning method should ensure the full achievement of the objectives. b. learners with various levels of maturity. one of the most important thing to consider in choosing learning method is the learner. the characteristics and the nature of the students, such as age, maturity, grade level, abilities and interest should be considered for learning to take place. c. situation with various circumstances. the teacher needs to create non-threatening classroom atmosphere because it can enhance learning. so, the important thing that contribute in the success of learning is not only the physical condition of the classroom but also psychological condition of the learner. d. facilities with various quality and quantity. school equipment, school facilities, the availability of the materials are some factors that need to be considered in choosing learning method. in this pandemic era, the use of computer, mobile phone and internet connection are the most crucial thing to be possessed by all involved. e. the teacher's personality and professional abilities that are different. the teacher’s personality, style, academic preparation, skills and abilities are also some points that need to be considered. it is important that the teacher can effectively execute the strategy to make sure the success of learning. f. the nature of learning materials. subject matter or material deals with the content to be learned by the students. the materials may be difficult or uninteresting, therefore the teacher must be able to choose teaching method that makes learning process become interesting, effective, and meaningful. g. the strengths and weaknesses of the method. every teaching method has its own strength and weakness. therefore, teacher needs to use and try various kinds of trianasari sem-pls analysis of factors……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 92 teaching method that are most suitable to the characteristic of the learner. in determining the learning method used during online learning, teachers must consider those suggestions above. the correlation between quality of teachers and effectiveness of learning during the covi̇d-19 pandemic the role of the instructor is shifting as a result of the new paradigm in online learning. teachers transfer roles in the learning process to become facilitators, mediators, and motivators, supporting or enabling the learner's ability to learn as well as the learner's participation in the learning process. as a result, teachers must develop effective teaching methods, present engaging learning materials, and use appropriate learning devices, while students must actively participate in the learning process. in addition, teachers also need to encourage students to learn independently using various sources available on the internet (sani, 2022). participating in online distance learning will necessitate a high level of independence and discipline, since teachers/schools will use a variety of communication and information tools. conclusion the success of online learning is positively influenced by all variables (the quality of the media, the quality of the students, the quality of the modules/materials, the quality of the learning methods, and the quality of the tutors/trainers). the highest influence is from the variable of quality of students and the lowest is from the quality of educators. it can be concluded that to present an effective online learning, teachers must be able to present a different learning experience and atmosphere at each meeting through the use of varied media, use authentic learning resources, and implement appropriate learning methods so as 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(2013). an empirical investigation of the critical factors affecting students’ satisfaction in efl blended learning. j. lang. teach. res., 4, 176–185. yamin, s., & kurniawan, h. (2009). spss complete teknik analisis terlengkap dengan software spss. jakarta: salemba infotek. https://doi.org/10.19173/irrodl.v5i2.186 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.88-100 doi:10.33394/jo-elt.v10i1.6974 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 88 an analysis of english textbooks “my next words” for the fourth grade #1 lia aprilia, *2 evi karlina ambarwati #1 english student, faculty of teacher training and education, universitas singaperbangsa karawang, indonesia *2 english lecturer, faculty of teacher training and education, universitas singaperbangsa karawang, indonesia corresponding author email: 1910631060100@student.unsika.ac.id a b s t r a c t s a r t i c l e i n f o textbooks are one of the most important media which facilitate the learning process because they can support students in developing students thinking skills. the use of english textbooks in the classroom aims to assist teachers in achieving learning objectives. this research aims to determine the feasibility of the english textbook my next words based on the criteria developed by badan standar nasional pendidikan or national education standards agency. the design used in this study is descriptive qualitative. then, the fourth-grade textbook my next words became a document that would be used as an object of study. the technique for collecting data in this study is a literature study and the instrument used in this study is a checklist of criteria based on standard criteria from bsnp. based on the results of the evaluation that has been carried out, the results of the analysis show that the my next words book is appropriate from all aspects based on the framework of the bsnp for the evaluation of textbooks. the feasibility test of this book is carried out to ensure that the book to be used by students has presented material that is in accordance with the level of student development, does not contain pornography, racism, deviations, uses clear and straightforward language, and readability of writing that can be read by students. although the book has met various aspects of the assessment, there are still some parts that need to be improved, such as the quality of the book, the accuracy of the material, and other learning support activities. article history: received: january, 2023 revised: june, 2023 published: june, 2023 keywords: english textbook, bsnp, how to cite: aprilia, l., & ambarwati, e. (2023). an analysis of english textbooks “my next words” for the fourth grade. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 88-100. doi:https://doi.org/10.33394/jo-elt.v10i1.6974 introduction there are various learning media that can be used to support learning. based on the opinion of tomlinson (2011) any learning media can be used to facilitate the learning process such as textbooks, videos, games, websites, blogs, articles, etc. textbooks are one of the most important media which facilitate the learning process because they can support students in developing students' thinking skills. muslich (2010) said that textbooks are used to support learning programs in schools. in line with brown's opinion (2001, as cited in okitasari & palupi, 2019) one of the most obvious material support in language teaching is through textbooks. furthermore, garinger (2002) explains that textbooks can provide a variety of different service objectives for teachers, such as: as a core source, a source of material, mailto:1910631060100@student.unsika.ac.id aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 89 inspiration in classroom activities, and a curriculum. furthermore, permendiknas (2005) article 1, argues that textbooks are a mandatory benchmark for use in schools that contain subject matter that aims to improve faith and devotion, ethics, personality, ability to master science and technology, sensitivity and aesthetic ability, physical potential, and health which are compiled based on national standards of education. the use of english textbooks in the classroom aims to assist teachers in achieving learning objectives. cunningsworth (1995) suggests that english textbooks have a function as a source of learning materials both orally and in writing aimed at fulfilling the practice of fluency. in addition, the textbook will provide input such as instruction exercises, materials, and learning objectives text. abdel wahab (2013), suggests that textbooks can provide a framework to assist teachers in achieving goals and objectives in learning. on the other hand, textbooks can also help students in achieving all learning goals. paul (2003) argues that learning books help students in grouping ideas and knowing what students will achieve and the direction they will go. the content of the english textbook will be able to influence the students from what the teacher teaches and what the student learns. therefore, textbooks must pass the eligibility criteria. in accordance with frediksson & olsson (2006) states that the content of textbooks should not be too willing or too simple, should not contain local culture with taboos, the content the book should contain material that can be linked by students so that the teacher can understand it, and have no problems. in addition, english textbooks must also have quality, and be useful, according to the level of users and the context in them must be in accordance with the development of user levels. there are several previous studies that discussed the analysis of textbooks. research that has been conducted by hardi & rizal (2020) analyzes english textbooks for third-grade and sixth-grade elementary school. the results of the analysis showed that of the seven indicators of characteristics of third-grade elementary school students, the textbooks used already fill up the characteristics of students and only one indicator could not be found in the english textbook. furthermore, the analysis of textbooks was conducted by fareed, rasheed, & hashmi (2022) by analyzing seventh-grade english textbooks published by local publishers in pakistan. the results of the analysis showed that the english textbook still has shortcomings in providing quality, interesting and appropriate content for the age and background of students. thus causing limitations in providing opportunities for learners to practice developing basic english skills such as grammar and vocabulary. on the other hand, tambunan, sipayung & sinaga (2019) conducted an analysis of an english textbook for seventh-grade with the title "interactive english". the research was conducted to determine the suitability of expressionistic analysis using a qualitative descriptive method. the results of the analysis showed that the english book entitled "interactive english" met the criteria of cunningsworth's theory concerning impressionistic textbook analysis with a score of 96% and in-depth textbook analysis with a score of 87%. with this value, the book "interactive english" can be categorized as a textbook that is good enough and feasible to be used as a learning medium. then, diana (2021), has examined the cultural content in the english textbook for junior high schools published by the ministry of education. the results of the analysis that has been carried out show that in the textbook the source culture is still more dominant and is presented in a historical fact, the selection of names for characters, public figures, and locations used in english lessons for the high school. furthermore, baleghizadeh & shayesteh (2020), conducted an analysis with three textbooks on esl grammar, namely: understanding and using english grammar, communicate what you mean: a concise advanced grammar, and oxford practice grammar. the results of the analysis revealed that the book analyzed as large was driven by cultural aspects that included people's behavior patterns such as daily life and popular aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 90 practices. in addition, the results of the analysis also show that there is no balance of different cultures represented in the textbook. based on the information above, no one has examined textbooks based on criteria from the national education standards agency (bsnp). this research is important to find out whether the my next words english textbook for fourth-grade is in accordance with the criteria developed by bsnp. therefore, the problems that can be formulated are as follows: how is the fourth-grade book of elementary school with the title my next words based on the criteria developed by bsnp? research method research design the design used in this study is descriptive qualitative. descriptive qualitative is used to create an overview or description of the feasibility or suitability of fourth grade textbooks for primary schools based on the literature of the national education standards board (bsnp). creswell (2010), states that a qualitative method is a method that involves various important efforts, such as asking questions and procedures, collecting specific data from participants, analyzing data, and interpreting the meaning of data. subject and instruments the fourth-grade textbook “my next words” published by the center for curriculum and books of the research and development agency and books of the ministry of education, culture, research, and technology in 2021, became a document that would be used as an object of study. the technique in collecting data in this study is a literature study. the data sources used as the basis for this research come from various article books and those that are relevant to this study. in addition, the instrument used in this study is a checklist of criteria based on standard criteria from bsnp. table 1 presents the framework for analysis. table 1 textbook evaluation criteria no. aspects assessment components 1. material a. must be able to maintain the truth and accuracy of the material, the up-to-date data, and concepts and support the achievement of national education goals. b. using theoretically and empirically correct sources of material. c. able to encourage the emergence of independence and innovation. d. able to motivate students to develop themselves. e. able to maintain national unity and unity by facilitating diversity, the nature of mutual cooperation, and being able to appreciate differences. 2. linguistics a. the use of appropriate, straightforward, clear language in accordance with the level of age development. b. illustration of the material according to the level of age development of the reader. c. the language used is communicative fan informative. the title of the book and the title of the sub-chapter of the book are in harmony, interesting, and able to attract the interest of the reader. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 91 3. presentation of the material a. the material is presented interestingly. b. illustrations of materials and drawings according to the level of age development. c. the use of illustrations to clarify the material does not contain elements of pornography, radicalism, violence, racial profiling, gender bias, etc. d. the presentation of the material can be inhibiting to thinking critically, creatively, and innovatively. e. contains contextual insights. f. presentation of interesting material. 4. graphics a. the size of the book corresponds to the level of age development. b. the appearance layout of the book's skin elements is appropriate and has unity. c. giving color to the layout elements is harmonious and can clarify the function. d. the use of letters and letters is adjusted to the level of age development. e. the illustrations used are able to clarify the message. data analysis the research that has been carried out is a literature study research. therefore, the results of the analysis on the book will be analyzed using descriptive statistics. marwah (2019, as cited in jannah et.al, 2022), argues that descriptive statistics help researchers to summarize the overall data, provide variations in scores and provide insights into between scores. research findings and discussion in this study, there are four aspects of textbooks that will be discussed and explained in accordance with the criteria of the national education standards agency (bsnp). these aspects consist of material, linguistics, presentation of the material, and graphics. 1. material components in the material aspect include: (a) being able to maintain the truth and accuracy of the material, the up-to-date data and concepts, and can support the achievement of national education goals. the results of the analysis found that overall, the book my next words already fills up the eligibility based on these criteria. the material available in the fourth-grade book is appropriate and accurate based on english grammar and each material is presented in a short paragraph so that it is suitable for the level of students. in this book, many introduce various vocabulary in the surrounding environment which is supported by color images and various learning activities that are able to attract students' interest in learning. example of a page containing various vocabulary on page 46 – 47 about objects in the room. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 92 figure 1. objects in the room the concepts used in this book are clear and unequivocal. the materials available in the book can also help the student in developing the potential that exists in him, increasing creativity, independence, responsibility, etc. therefore, this book can facilitate students in achieving national educational goals. meliawati, m. & hamied, f. a (2020) argue that textbooks can provide input to teachers in the form of materials, exercises, instructions, and texts that can assist students in achieving learning objectives that will be achieved later. (b) using theoretically and empirically correct sources of material. the results of the analysis show that the book my next words meets this criterion. book publishers are part of the government ministry, so the my next words book can be trusted because it has passed assessments in various aspects and is adapted to the applicable curriculum so that it is declared suitable for use. in addition, the perpetrators of publishing this book consist of authors, reviewers, and illustrators and in accordance with the regulation of the minister of education and culture number 8 of 2016 article 5 paragraph 2, which states that the actors of publishing textbooks by the ministry at least consist of; writers, reviewers, editors, and illustrator. then, there is the use of several types of sentences used in this book, such as simple present tense and present continuous tense. the use of simple present tense and present continuous tense in each sentence is in accordance with the applicable rules. for example, in the present continuous tense, the pattern used is subject + (are/am/is) + verb-ing + complement. example sentence on page 4. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 93 figure 2. sample of the grammar used (c) encourage the emergence of independence and innovation. suhandi, a. & kurniasri, d (2019), mentioned that independence in learning is one aspect that determines student success in learning. therefore, by having independence, students are expected to be able to develop their various abilities in completing the assigned tasks and become qualified and responsible people. there are many learning activities and worksheets that involve student engagement so that they can be used as a tool to develop the ability and means of interacting with fellow friends that may encourage students to become independent and think positively. in addition, there are also various activities that can encourage students to be independent and innovative. for example, the let's search activities on pages 23 are expected to increase students' independence in searching for words without the help of teachers. on the page students are required to search for the word in a box. then a look and answer activity on pages 42 requires students to write answers based on pictures and snakes game on page 19. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 94 figure 3. sample of let's search activities figure 4. sample of look and answer activities figure 5. snakes game (d) being able to motivate to develop itself, this textbook meets this criterion. in this book, the material is presented very interestingly and provides a variety of activities that can motivate students in developing their skills, those are, speaking, writing, listening, and reading skills. harmer (2007) argues that a textbook must include formula skills and be implemented. in speaking skills, there is a let's talk activity on page 30. let's talk activity requires students to give their opinion on the circumstances indicated by a flashcard card randomly drawn by their friend while still paying attention to the available instructions. it is hoped that, by seeing other students able to give their examples and opinions, students who are not able to become motivated to be able to give their opinions. then, in listening and writing skills, this book provides a listen and write activity "what are they doing" on page 8. accompanied by explanatory pictures, this activity is expected to be able to motivate students in writing and hearing the instructions given. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 95 figure 6. let's talk figure 7. listen and write (e) able to maintain national unity and unity by accommodating diversity, mutual cooperation, and respecting various differences. the textbook my next words is able to maintain unity, respect differences, mutual aid and accommodate diversity. there are several activities that can make students work together and appreciate differences. an example is the let's do survey activity on pages 92-93. on the page, the student must conduct a survey and ask his friend about the available questions. and in this activity, students must be able to work with their group to conduct surveys and appreciate any differences in answers from their friends. in addition, there is a variety of cultural diversity created through an activity contained in the illustration of the picture. figure 8. examples of cultural diversity and respecting differences 2. linguistics (a) the use of language in the english textbook my next words is in accordance with the level of development of children of primary school age. textbooks should have a language that is appropriate for the age of the reader. and the language used in each material in the book is clear, precise and in accordance with student development so that it can help students in understanding the material. tarigan (2009) argues that the language used in books aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 96 must be good, and correct, according to the level of development and communication in order for it to be digested by students. then, this book also uses short but clear, straightforward, and precise english sentences in each explanation. in addition, the available image illustrations also help students in understanding each instruction given in the book. (b) the criteria for illustrating the material in english textbooks are in accordance with the level of age development of students and are able to help in clarifying the content. illustrations of the material are presented according to the level of age development of students. this can be seen in various texts that are always accompanied by various color images that help students in clarifying the material. for example on pages 6-7. on page 7, there is a look and write activity, in this activity, students must write down the type of activity being carried out by the student by looking at supporting pictures. illustrations filled with various colors and shapes are expected to be able to attract students' interest in learning. then, illustration images and text will greatly help students in understanding the purpose of the material being taught. zeegen (2009), explains that the presence of illustrations will help in sensing the world, recording, describing, and communicating everything that happens. figure 9. material illustration (c) the language used in the book my next words is already communicative, informative, educative, polite, ethical, and in accordance with the age development of students. this book provides information, new vocabulary, and a wide variety of worksheets that are appropriate and useful for the level of development of students. as on page 16 of look and answer; look, count, and say. there are activities to count and pronounce the results in english. in addition, in the section available how to read the symbols “+ (plus)”, “ (minus)”, and “= (is)” in english. so, this section will probably provide new information for students. then, in every activity and worksheet available, this book presents interactive and communicative sentences so that it can invite students to interact with each other. (d) another thing that is appropriate in the book my next words is that the title of the book and the title of the material section are harmonious, interest-catching, and not provocative. the phrase “my next words” used as the title of the book is of great interest to the reader. and the phrase “my next words” strongly reflects the content of the book, where the book invites students to get new vocabulary in an interesting and stifling way. then the title of each unit is very short but clear and straightforward. any given title is also not provocative. aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 97 figure 10. table of contents 3. presentation of the material in this aspect, there are several components that will be explained. (a) the material is presented interestingly. the material in the textbook is presented in an interesting, straightforward, easy-to-understand, and interactive manner. the delivery of the material is done well and clearly. then, each instruction in carrying out the activity is arranged very clearly and in detail. according to harmer (2007) instructions contained in textbooks chould fulfill two criteria. first, the instructions should be clear and unambiguous. second, the instructions should be written in a language that the learner can understand. figure 11. instructions in a worksheet each of these instructions is always supported by images related to existing instructions, such as the look and write instruction which has an eye and pencil image as a background. on the other hand, in each given worksheet is always inserted an example of the task in question (b) illustrations of materials and drawings according to the level of age development. illustrations of such material correspond to the level of age development of the reader. illustrations of images filled with various colors and shapes are expected to be able to attract students' interest in learning. then, the available illustrations of images and text will greatly assist students in understanding the intent of the material being taught. an example is that the illustration of the image in the look and say instructions is a picture of the eyes and mouth, while for the look and write instruction it is an eye and a pencil. the use of images in instructions is certainly very helpful for students in clarifying instructions. (c) the use of illustrations to clarify the material does not contain elements of pornography, radicalism, violence, racial profiling, gender bias, etc. the use of illustrations aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 98 helps students in illustrating writing and avoiding deviations. in addition, with visual illustrations, children not only read pictures but also understand communication and interaction in books. so, the illustrations in the book my next words do not contain elements of pornography, understanding extremism, radicalism, violence, sara, gender bias, and do not contain other deviant values. (d) the presentation of the material can be inhibiting to thinking critically, creatively, and innovatively. usually, students at the elementary level have very high curiosity and are creative and innovative. and in the book my next words there are several activities that can stimulate students to think critically and innovatively. for example, activity on pages 58-59. figure 12. let's search activities (e) contains contextual insights. in the book, there are many passages that have a connection with everyday life. with this connection, it is hoped that it will be able to invite students to apply these activities in their daily lives. for example, by always get up early and having breakfast before going to school. (f) presentation of interesting material. the book presents the material in a way that is of interest to the reader. my next words books are filled with very diverse colors, shapes, and writings. the explanation of the material in my next words is more expressed in an image so that it will trigger students' curiosity about the explanation of the image. 4. graphics figure 13. types and sizes of letters in books (a) the size of the book corresponds to the level of age development. the english textbook my next words has a size of 17.5 x 25 cm. the size of this book corresponds to the level of age development at which usually fourth-graders are capable enough to carry the textbook. because, for elementary school-level, the book my next words still has a fairly light mass. (b) the appearance of the layout of the book's skin elements is appropriate and has unity. the layout of the skin elements of the book already has unity. the skin of the book has a variety of colors with interesting images. the layout of each object on the book's skin is also appropriate so as to produce good harmony. and the layout of the book's skin elements aprilia an analysis of english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 99 is in accordance with the regulation of the minister of education and culture number 8 of 2016 article 3. (c) giving color to the layout elements is harmonious and can clarify the function. the use of color in each layout in the book my next words is very useful to clarify and help students when viewing and distinguishing each instruction from each assigned worksheet. in addition, the use of color in each illustrative image and each chapter can also help students in finding pages in the book. (d) the use of letters and letters is adjusted to the level of age development. the use of front letters is already in accordance with the level of age development. there are several letters that are in color with different font sizes. in addition, almost the entire sentence in the book has a deeper thickness. thus, it is hoped that the use of different forms can increase students' interest in learning. (e) the illustrations used are able to clarify the message. illustrations are very helpful for the author in clarifying the message to be conveyed to students, both text illustrations and images. one of them is the use of image illustrations in each instruction. conclusion textbooks are one of the most important components during the learning process because textbooks serve to support the function of national education. textbooks are still used as the main learning support, this is because almost all levels of education from elementary to level still use textbooks as their main teaching material. because the level of use is still high, every textbook to be used must meet due diligence. the feasibility test on this textbook was conducted by bsnp. the feasibility test of this book is carried out to ensure that the book to be used by students has presented material that is in accordance with the level of student development, does not contain pornography, racism, deviations, uses clear and straightforward language, and readability of writing that can be read by students. this study analyzed a fourth-grade english textbook with the title my next words written by rahmawati, r., angrisia, n. f., & nailufary, l in 2021 with the publisher of the ministry of education, culture, and technology, and reproduced by cv arya putra. the checklist used as an instrument in this study is based on the regulation of the minister of education and culture number 8 of 2016 with four aspects studied: material, language, presentation of material, and graphics. based on the results of the evaluation that has been carried out, the results of the analysis show that the my next words book is appropriate from all aspects based on the framework of the bsnp for the evaluation of textbooks. although the book has met various aspects of the assessment, there are still some parts that need to be improved, such as the quality of the book, the accuracy of the material, and other learning support activities. references abdel wahab, m. m. 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(2020). analisis konten pada buku teks bahasa inggris untuk kelas x berjudul bahasa inggris untuk sma/ma/smk/mak kelas x. jurnal penelitian indonesia, 20(1), 83-93. https://doi.org/10.17509/jpp.v20i1.24556 muslich, m. (2010). texbook writing, dasar-dasar pemahaman, penulisan, dan pemakaian buku teks. jogyakarta: ar-ruzz media. tambunan, m. s., sipayung, k., & sinaga, n. t. (2019). content analysis of english textbook “interactive english” used in first grade junior high school in 2013 curriculum. jetal: journal of english teaching & applied linguistic, 1(1), 20-27. https://doi.org/10.36655/jetal.v1i1.101 tomlinson, b. (ed). (2011). materials development in language teaching. cambridge university press. paul, d. (2003). teaching english to children in asia. hong kong: pearson education asia. permendiknas nomor 19 tahun 2005 tentang standar nasional pendidikan, article 1. rahmawati, r., angrisia, n. f., & nailufary, l. (2021). my next words: for elementary school. depok: cv arya putra. suhandi, a., & kurniasri, d. (2019). meningkatkan kemandirian siswa melalui model pembelajaran kontekstual di kelas iv sekolah dasar. jurnal gentala pendidikan dasar, 4(1), 125-137. https://doi.org/10.22437/gentala.v4i1.6972 tarigan, h. g., & tarigan, d. (2009). telaah buku teks bahasa indonesia. bandung: angkasa. okitasari, i., & palupi, d. (2019). teachers’ perceptions toward efl textbook. elt in focus, 2(2), 77-86. https://doi.org/10.35706/eltinfc.v2i2.3056 regulation of the minister of education and culture number 8 of 2016, article 3. regulation of the minister of education and culture number 8 of 2016, article 5, paragraph 2. zeegen, l. (2009). what is ilustration. switzerland: roto vision sa. https://www.academia.edu/19090994/textbook_selection_for_the_esl_classroom https://doi.org/10.31004/basicedu.v4i4.605 https://doi.org/10.33394/jo-elt.v9i1.5156 https://doi.org/10.17509/jpp.v20i1.24556 https://doi.org/10.36655/jetal.v1i1.101 https://doi.org/10.22437/gentala.v4i1.6972 https://doi.org/10.35706/eltinfc.v2i2.3056 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.172-184 doi:10.33394/jo-elt.v9i2.6332 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 172 dicto-comp in indonesian’ english writing class #1 nike angraini, *2 jaya nur iman #1 english lecturer, faculty of teacher training and education, indo global mandiri university, indonesia *2 english lecturer, faculty of teacher training and education, indo global mandiri university, indonesia corresponding author email: nike@uigm.ac.id a b s t r a c t s a r t i c l e i n f o the present inquiry investigated the dicto-comp’ effectiveness on the writing achievement of efl learners. an experimental research design, chiefly concerned on the non-equivalent pretest-posttest control group design, was taken into the research. thirty six students were taken as the sample purposively. an english writing test was employed as the primary instrument to assess the writing achievement of efl learners. the research results found out (1) the efl learners’ english writing achievement level in the group of experimental after the treatment given was in the good and very good category, (2) dicto-comp significantly improved the efl learners english writing achievement in the experimental group, and (3) dicto-comp made significant difference on efl learners’ english writing achievement than those who were not. in conclusion, implementing dicto-comp improved the writing achievement of the efl learners significantly. pedagogical implications for english students and lecturers, stakeholder, and near future researchers were also made in this research. article history: received: november, 2022 revised: november, 2022 published: december, 20221 keywords: dicto-comp, writing achievement, efl writing class, how to cite: angraini, n., & iman, j. (2022). dicto-comp in indonesian’ english writing class. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 172-184. doi:https://doi.org/10.33394/jo-elt.v9i2.6332 introduction english in indonesia is taught started from primary to higher education where the efl learners are expected to master four integrated english language skills. english writing skill is pondered to be one of the most complicated productive skills to be earned in the academic and non-academic context. this requires much practice and exposure on the writing skill activities in the classroom. the urgency of writing competence is very mandatory to have especially for the english language learners in the indonesian higher education context as this can be the medium of communication with other people not only from indonesia but also overseas. moreover, writing, as one of the productive skills to possess, is viewed as the most complicated and troublesome movement especially for students in efl or esl environment. writing is defined as a difficult discipline and separately most troublesome part of language acquisition and learning (jahin, 2012). writing is also pondered as a troublesome language skill to dominate for any efl students since experience issues while delivering a text of composition (phonna, 2014; salima, 2012; suadah, 2014). the efl learners also demand a significant amount of time as well as effort to produce a single writing product (isa, risdaneva, & alfayed, 2017). mailto:nike@uigm.ac.id angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 173 additionally, writing is categorized as one part of language which has generally presented issues among other language abilities (for example listening, speaking, and reading). also, not exclusively to the students who are learning it, yet in addition to the educators who are showing it (kustati and yuhardi, 2014). seeing from the indonesian context of higher education level, the undergraduate students are expected to have an english scientific paper writing skill as during the courses taken they must be dealing with the writing of academic papers, books, as well as field and lab research. writing skill is likewise required by undergraduate students as a component of the necessities to acquire a four-year certification or undergraduate degree, specifically scientific paper and thesis and writing. writing is likewise required for distribution to convey the ideas and thoughts of undergraduate students when they are in university and in the condition they become teachers. through writing abilities, they can construct solid scholarly and viable connections among examination and autonomous learning (wardani and sari, 2017; sutarman et al, 2019). apart from that, writing, being the primary way of communicating feelings,desires, ideas, and goals (akkaya & kirmiz, 2010), is primarily intended to assist individuals to communicate successfully in today's communication environment. the importance of writing may be better appreciated by emphasizing its importance in measuring learners' success in many subjects in general, and in teaching as well learning english in particular. writing, on the other hand, is regarded as the most difficult learning skill by both non-native and native learners (graham et al., 2005; jahin & idrees, 2012). also, writing demands a high level of productive language control because it involves a continual interplay between expanding knowledge and production (luchini, 2010). additionally, writing is defined as an uneasy activity, and when students get involved in the jobfield, they will be expected to clearly explain ideas and facts. this growth in the importance of writing and the ultimate writing skills development, will allow students to graduate with a talent that will serve them for the rest of their lives (alber-morgan, hessler, & konrad, 2007). furthermore, brown (2007) also claims writing is seen as a cognitive process which may be organized and given a limitless number of modifications before publication. furthermore, harmer (2004) claims that writing motivates learners to focus more on correct language use. it is because when students engage in their writing process, they evaluate how a language is employed. this practice promotes language development because students tackle challenges that writing brings to mind. hence, writing is process of thinking that requires much practice in order to express ideas, thoughts, and opinions in which this skill is useful for the students to communicate their mind after graduation especially in the working environment. unfortunately, seeing the fact in indonesian context that the english language learners still earn some english writing complexity particularly in the grammar, vocabulary, mechanics, spelling, and content. karim (2012) mentioned that the efl learners still find barriers in writing activity due to the low level of writing competence. he further said that the knowledge constraints related to the english writing aspects such as english vocabulary, spelling, grammar, and punctuation affected on the english language learners writing interest. additionally, the efl learners in indonesia still come across a mandatory barriers in english writing. besides, undergraduate students studying english education in indonesia are obliged to compose articles, tasks, and theses in english (abas and aziz, 2016). in spite of learning english for quite some time in secondary school and four years in the college, most undergraduate students' capacity to rehearse english is as yet viewed as low (abrar et al., 2018). this is on the grounds that most just get an opportunity to rehearse the language during their english classes, and any undergraduate students hardly see the quick need to utilize it outside of the study class (akbari, 2015). however, confirming the english language lecturers, they mentioned that the english language learners had problematic points in terms angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 174 of starting to state what they have in mind pertaining to the english writing topic provided, having english vocabulary sufficiency, having unstructured ideas organization, and having ungrammatical sentence structure. for that reason, it can be stated accordingly that the efl learners in indonesia especially on the context of higher education level still got the english writing problems particularly in the writing aspects development. this becomes the major concern of the english language lecturers to seek out the particular and appropriate instructional technique to develop the efl learners’ english writing skill in the efl settings. one of the instructional technique that can be used by the english language lecturers is that dicto-comp to teach english writing class. this technique is worth applying as this requires the english language learners to listen to the lecturers reading the text for multiple times, then they are required to memorize the text read and note down the ideas as accurately as possible with the reading text. dictation composition (mention dicto-comp by then) is a variety of dictation that educators can employ in english writing instruction. it is a basic strategy that needs the efl learners to pay attention to a text dictated by the instructor that can be rehashed more and more (nation and newton, 2009). the efl learners were not permitted to compose the text before the english language teachers finished mentioning the reading text. in the application of dicto-comp, the efl learners are needed to memorize the words read out and rewrite with their own version of writing. (nation & newton, 2009). it additionally recommends that this procedure can assist the instructor with showing composing for the understudies by fostering their thoughts and their skill of thinking critically in english writing. essentially, dicto-comp is also defined as a teaching approach that blends dictation activity and composition (wajnryb & maley, 1990). moreover, dicto-comp is also defined as a type of dictation that english teachers may use to assist students to write. this is a basic strategy that needs pupils to listen to a material read aloud by the teacher repeatedly (nation & newton, 2009). the learners are not permitted to write out the text until the teacher has completed reading it. in dicto-comp, students must "keep the concepts in mind in a book longer than a hundred words and state them in the original or their own versions" (nation & newton, 2009, p. 70). this also implies that the teacher might use this strategy to assist pupils learn to write by strengthening their thoughts and critical thinking skills. additionally, dicto-comp is also stated as a writing assignment that combines four english abilities (mackenzie, 2012). during the text reconstruction stage of dicto-comp, students are required to listen to what teachers read or other sorts of auditory materials (listening) and converse orally with their peers (speaking). then they write out the co-constructed text and then evaluate their version by reading the original (reading). therefore, it could be vividly said that dicto-comp is a worth-trying instructional technique which can help the efl students have a better writing in efl writing classroom. however, despite the low number of research undertaken in efl contexts, various researchers have uncovered some significant findings about the usefulness of using dictocomp. malmqvist's (2005) studies, for example, provided light on the impact of student involvement throughout the reconstruction process on text quality improvement. she discovered that collaboratively created texts were much longer, more descriptive, and more complicated syntactically than individually reconstructed texts in her study of the influence of group interaction in dicto-comp on written language output. abbasian and mohammadi (2013) revealed that dicto-comp was efficient in enhancing general writing abilities of iranian intermediate efl learners, particularly in organizational and mechanics domains. davis and rinvolucri's investigation (1988) discovered another application of dico-comp in writing education. they argued that dicto-comp, through text reconstruction, can increase advanced students' writing skills. bailey (1998) gave a research focus on the usage of dicto-comp in the writing program in terms of qualitative research. participants in this study felt that dictoangraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 175 comp activities helped them acquire confidence in writing under pressure and allowed them the opportunity to test out a variety of english vocabulary, grammatical features, and rhetorical patterns. in indonesian efl writing context, muttakiah (2016) claimed that the students who had writing class with dicto-comp technique got better writing achievement than those who had writing class with no dicto-comp. rofiqoh (2013) also revealed that dicto-comp gave significant mean difference between those who learnt writing skill with dicto-comp that those who were not. moreover, ni’mah (2012) mentioned that the learners who were instructed by using dicto-comp had higher achievement that those who were not taught. hence, it could be stated that using dicto-comp in efl writing environment gave the students opportunity to develop their writing skills and its aspects of writing. on the basis of the rationale mentioned above, the researchers would like to see whether or not dicto-comp gave any significant impact on the indonesian’ english writing achievement level, gave any significant impact of dicto-comp on the indonesian’ english writing achievement after the intervention employed as well as made any significant mean difference on the indonesian’ english writing achievement than those who were not instructed. besides, the current inquiry was expected to provide fruitful insight for the english language teachers on how to apply this technique in improving the efl learners’ writing skill especially in writing class, theoretical knowledge for the english language learners’ english writing development, and practical knowledge and different viewpoints for other researchers to carry out the similar research with difference context. beside that, in order to provide the clarity of the research, this research was currently limited to the following focus such as the main concern was about to see the dicto-comp effect on the efl learners writing achievement, the significant impact on the english writing of the efl learners after the treatment employed, and the research was done at the university level in the southern region of sumatera, palembang. research method research design experimental research design was used in this current investigation which was merely concerned on the quasi experimental research design. the non equivalent pretest-posttest control group design was taken into this research. two groups required were assigned equally in this research design that were experimental and control. in the group of experimental, the reseacher gave pretest, treatment by using dicto-comp, and posttest. on the contrary, the control group was given only pretest and postest with no dicto-comp intervention. the english language instruction was conducted for one meeting which comprised of 14 teaching sessions excluding pretest and postest. population and sample this research was carried out at indo global mandiri university. the population was all the fourth-semester students who took english writing class. thirty-six students were taken purposively as the sample of the present research where each group comprised eighteen students. the students getting involved in the inquiry were in the same year of study and instructed by the english language instructor as well as had no english language course during the treatment performed. instruments since writing is taken into one of the english productive skills, to collect the data of research, the researcher conducted a test administration in the form of english writing test in which in the class the students were required to write out an english composition on the basis of the writing topics given. the same english writing test was given to both experimental group and control group. to give an assessment on the efl learners’ english writing angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 176 achievement, the researcher noted down the efl learners’ writing skill such as vocabulary, grammar, organization, mechanic, and fluency. the rubric of analytical writing suggested by hughes (2004) was utilized in this research with six point for each description to rate the efl learners’ writing product. the researcher administered the english writing test in conjunction with measuring the efl learners’ english writing achievement, therefore, the high degree of english writing content validity was taken into account. to see whether the topic of english writing test as the instrument of pretest and postest was valid, the researcher formulated the english test of writing by pondering english writing textbook and instructional curriculum used by the university concerned. apart from that, the reliability calculation of the english writing test was utilized in this recent inquiry. inter-rater reliability was done to score english writing achievement of the efl learners. two raters were asked to assess the results of pretest and posttest both in the group of experimental control. the raters selected were based on some qualifications such as: having master of magister degree in english language teaching, having a score of toefl > 500 or toeic score > 750, having > ten years of english instructional experiences, and having experiences in english writing and grammar instruction. in order to seek out the english writing test reliability coefficient, the inter-rater reliability of the test was used by checking the results of efl learners’ english writing product. after administering the pretesting and postesting in both groups of experimental and control, the efl learners’ english writing product was scored by the two independent raters and then the results of the data were computed by utilizing pearson product moment to see the coefficient correlation value. thus, after collecting the results of the test instrument, it was found out that the inter-rater reliability coefficient results were reliable both in the pretest and postest of both experimental and control group as the coefficent correlation values were much higher than .70, respectively (see table 1). table 1 the results of inter-rater reliability variable pearson product moment experimental control pre-postest sig.v pre-posttest sig.v ewa .870 .000 .853 .000 the steps of instructing the efl learners with dicto-comp were as follows: the researcher provided a picture, as icebreaking activity, associated with the topic learnt then, the students were required to listening the selected topic passage in which it was dictated three times by the researcher. however, getting along with dictating process, no students were permitted to write any notes, afterwrds the researcher read the passage three times sequentially, the students were needed to write out what they listened to as relatable as possible to the wordings of the original passage. nonetheless, the students may rewrite out the ideas with their own version. this was done in individual and groupwork., in the process of teaching and learning activities, the students were also taught and exposed about vocabulary, spelling, mechanics, grammar, sentence construction, and exercises on controlled composition, after they finished rewriting the passage, the students were instructed to submit their work, ultimately, the researcher explained and gave corrective feedback so that the students had a better controlled composition by then. data analysis to analyze the data of research, it was taken from the english writing results of the pretest and postest in both groups of experimental and control accordingly. group a was the angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 177 experimental group in which the results of the pretest and postest of the efl learners who were instructed with dicto-comp. meanwhile group b was the control group where the results of pretest and postest who learned with no treatment given by the researchers. to answer research question number 1, researchers employed descriptive statistical analysis to know the significant achievement level of the english writing achievement of indonesian university students. to answer research question number 2, the researchers utilized paired samples to seek out the significant effect of dicto-comp on the indonesian’ english writing achievement. to answer research questions number 3, independent samples ttest was used to see the significant mean differences in the indonesian’ english writing achievement after the treatment applied. moreover, to seek out the efl learners’ english writing score individually, the scoring range of english writing achievement used was as follows: very good (16-20), good (11-15), poor (6-10), and very poor (<6). thus, after english writing scores were collected properly, the researchers put all the scores into the table and computed them with spss program in order to find out the 3 major statistical analyses needed. research findings and discussion research findings descriptive analyses (research question 1) referring to the table 2, it could be clearly described that the results of pretest in the experimental group showed that there were 2 students (11.1%) categorized in the very poor achievement level with the mean score and generated standard deviation (5.00 and .000), 8 students (44.6%) categorized in the poor achievement level with the mean score and generated standard deviation (9.00 and 1.096), 8 students (44.3%) categorized in the good achievement level with the mean score and generated standard deviation (11.62 and .744). it could then be stated that the efl students’ achievement level in the experimental group before the treatment employed was in the very poor and poor category. besides, the results of the posttest administration in the experimental group showed that there were 12 students (66.7%) categorized in the good achievement level with the mean score and generated standard deviation (13.41 and 1.443), 6 students (33.3%) categorized in the very good achievement level with the mean score and generated standard deviation (16.67 and .816). it could further be said that in the group of experimental the efl students’ achievement level after the treatment done was in the very good and good category. table 2 the result of pretest and posttest in the experimental group (achievement level) variable achievement level pretest experimental group posttest experimental group mean score sd frequency and percentage (%) mean score sd frequency and percentage (%) ewa very good 16.67 .816 6 (33.3) good 11.62 .744 8 (44.3) 13.41 1.443 12 (66.7) poor 9.00 1.096 8 (44.6) very poor 5.00 .000 2 (11.1) total 9.72 2.296 18 (100%) 14.50 2.007 18 (100%) seeing the table 3, it could be vividy discussed that the results gained of the pretest in the group of control revealed that there were 3 students (16.7%) categorized in the poor achievement level with the mean score and standard deviation (5.00 and .000), 15 students (83.3%) categorized in the poor achievement level with the mean score and standard angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 178 deviation (8.20 and 1.207). thus, it could be verbalized that the results of the students’ achievement levels were in the very poor and poor category. on the other point, the results of the postest given in control group revealed that there were 11 students (61.2%) categorized in the poor achievement level with the mean score and standard deviation (8.63 and 1.206), 7 students (38.8%) categorized in the good achievement level with the mean score and standard deviation (11.71 and .755). hence, it could be stated that the results of the students’ achievement levels were in the good and poor category. table 3 the results of pretest and posttest in the control group (achievement level) variable achievement level pretest control group posttest control group mean score sd frequency and percentage (%) mean score sd frequency and percentage (%) ewa very good good 11.71 .755 7 (38.8) poor 8.20 1.207 15 (83.3) 8.63 1.206 11 (61.2) very poor 5.00 .000 3 (16.7) total 7.67 1.645 18 (100%) 9.83 1.855 18 (100%) results of test normality and homogeneity of variances test before going furher with the statistical analyses, the researcher needs to justify whether the data used in both groups of experimental and control were normal and homogenous. to see the results of data normality in pretest and posttest of both groups, shapiro-wilk test was used. the significance values of shapiro-wilk test in pretest and posttest in group of experimental were .098 and .657. since .098 and .657 were higher than .05, it could be said that the score of data obtained in the group of experimental was normal. on the other note, the significance values of shapiro-wilk in pretest as well as posttest of the group of control were .088 and .297. since .088 and .297 were higher than .05, it could finally be said that the obtained data score in the control group was normal (see table 4). table 4 the result of the normality of the test (kolmogorov-smirnov) variable experimental group control group shapiro-wilk pre-test post-test pre-test post-test english writing achievement (ewa) .098 .657 .088 .297 to see the homogeneity of test variances in the pretest as well as posttest of the group of experimental and control, levene statistics was utilized. the significance value of levene statistics in the pretest and also posttest of experimental was .173. meanwhile, the significance value of levene statistics in the pretest and posttest of control group was .289. since the significance values of both groups exceeded .05. it could be vividly stated that the data score obtained in both groups was homogenous (see table 5). angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 179 table 5 the results of homogeneity of test variances variable homogeneity pretest-posttest in experimental group pretest-posttest in control group levene statistic sig. levene statistic sig. english writing achievement (ewa) 1.946 .173 1.427 .289 progressive analyses (research question 2) in accordance with assessing the progress analyses of the sample in the group of experimental and control after the treatment was done, statistical computation by using paired samples t-test was clicked on in the present inquiry where the data score were taken from the pretest and posttest results of the learners’ english writing achievement within both groups (see table 6). in the framework of gaining the significant progress in the english writing achievement, it could be clearly seen from the results of the mean scores obtained. in order to see the significant improvement in the results of the learners’ english writing achievement in the pretest and posttest within the experimental group, it pointed out that the mean score of the learners’ english writing achievement in the pretest of the experimental group was 9.72 with the generated standard deviation was 2.296. on the other side, the mean score of the learners’ english writing achievement in posttest of the experimental group was 14.50 with the generated standard deviation was 2.007. additionally, the score output revealed that the gained mean difference of the english writing achievement within pretest and posttest of the experimental group was 4.778 with the generated standard deviation was 1.768, and tobtained was 11.468 (.000<.05). furthermore since the t-obtained of the english writing achievement was higher than t table distribution score, it stands to the point that null hypothesis was rejected and alternative hypothesis was accepted which justifies that there was a significant improvement made by the english language learners in the group of experimental. on the other point, the results of the learners’ english writing achievement in pretest and also posttest in the control group revealed that the mean score of the learners’ english writing achievement in the pretest of the control group was 7.67 with the standard deviation was 1.645. meanwhile, the mean score of the learners’ english writing achievement in the posttest of the control group was 9.83 with the standard deviation was 1.855. in addition, the score output revealed that the gained mean difference of the english writing achievement within the pretest and posttest of control group was 2.167 with the yielded standard deviation was 1.425, and t obtained was 6.453 (.000<.05). moreover, since the t obtained of the learners’ english writing achievement was higher that t table distribution score, thus it could be stated that the null hypothesis was rejected and the alternative hypothesis was accepted which means that there was a significant improvement made by learners in the control group although the results was much lower than experimental group. mean difference analyses (research question 3) in order to see the significant mean difference of english writing achievement between the experimental group and control group, the statistical computation by using independent samples t-test was utilized (see table 6). the data used were the score results obtained from the posttest of the groups of experimental and control. seeing from the results of the angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 180 independent samples t-test, it showed that the posttest score of mean difference of the english language learners’ writing achievement between group of experimental and control was 4.667 and the t obtained was 7.244 (.000<.05). since the p-value of the english writing achievement was less than the probability value (.05) and t obtained was higher than t table distribution score. thus, it could then be revealed that the null hypothesis made was rejected as well as alternative hypothesis made was accepted. ultimately, there was a significant mean difference in english writing achievement between students who were taught by using dictocomp and those who were not. table 6 the results of progressive analyses and mean difference analyses discussion from the results of the statistical computation and analyses above, it could be generated the following end conclusion that research finding 1 revealed in the experimental group the english writing achievement level of the students after the intervention given was in the good and very good category while in the control group the english writing achievement level of the students was in the poor and good category. research finding 2 revealed that dictocomp significantly improved the efl learners’ english writing achievement in the experimental group. and research finding 3 revealed that dictocomp significantly made difference in efl learners’ english writing achievement than those who were not. based on the results of the research above, some rationale were found out why the implementation of dictocomp made significant improvement and significant mean difference in the english writing achievement level and english writing achievement of the english language learners. first reason, it was due to the picture provision related to the topic that would be studied in which the students were asked to write out any information they saw in the picture. this activated the english language learners’ mind and prepared them to associate with the writing topic. second reason, it was due to the exposure to dictating exercises during the efl writing class activities. this provided the efl learners with the aspects of writing such as vocabulary, spelling, grammar, mechanics, and sentence construction. third reason, it was due to the collaborative writing activities in which the students were allowed to discuss and exchange information with their peers during the class, but they were required to rewrite the ideas out with their own mind. this activity allowed the efl learners to reconstruct the ideas and organize them into good writing. fourth reason, it was due to the corrective and positive feedback made by the english lecturer after they finish submitting their writing task. this gave the efl learners to analyze their mistakes in order to have better writing product in the near future. fifth reason, it was due to simultaneous writing instruction and task in terms of the aspects of writing concerned. this was employed to require the efl learners to have main focus with the writing aspects assignment in order that they had a better controlled composition. variable pre test exp post test exp pre test cont post test cont mean pre and post test exp within mean pre and posttest cont within tvalue posttes t betwee n exp and cont t value of gain betwee n exp & cont the value of sig.2 tailed exp withi n the value of sig.2 tailed cont withi n the value of sig.2tailed between exp and cont mean mean mean mean ewa 9.72 14.50 7.67 9.83 4.778 2.167 4.667 7.244 .000 .000 .000 angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 181 the findings of the current research were stated as statistically significant in fostering the english language learners’ english writing achievement level and their english writing achievement. this was parallel with the some researchers who claims that the efficacy of the dictocomp application gave positive and significant improvement in the efl learners’ english writing achievement. according to widiastuti, sukamerta, and arsana (2020), after using dicto-comp, approximately 72% of learners attained satisfactory proficiency in writing descriptive texts. amiati (2019) also verbalized that the dicto-comp method in language instruction can increase students' descriptive text writing skills. in addition, students are obliged to rebuild the original text on their own terms in the current instruction with dictocomp. this encourages students to actively participate in the process of rebuilding a text, where they must draw on existing knowledge to bridge linguistic and semantic gaps (prince, 2013). apart from that, dicto-comp fosters a collaborative learning atmosphere by giving learners understandable inputs, outputs, and feedback, all of which are essential components for language acquisition (ellis, 2004; nabei, 1996). it is critical that english instructional strategies include language acquisition, especially when teaching writing in efl contexts. also, jin's (2013) research compiles a plenty of interesting information on the efficacy of writing instruction with dicto-comp. moreover, oh and min (2011) mentioned that the statistical analysis of the pre-posttests in their research demonstrated that dicto-comp was an effective instructional strategy for improving students' writing abilities regardless of english proficiency level. furthermore, other several research have revealed that cooperation has a positive influence on students' language acquisition, with some studies focusing specifically on the activity of dicto-comp (alegra de la colina & garca mayo, 2007; kim, 2009; storch, 1998; swain & lapkin, 2001). hence, it stands to the point that dictocomp statistically and significantly improved the efl learners’ english writing achievement. conclusion pertaining to the above-revealed research findings and discussion, some conclusion and pedagogical implication were properly made: first of all, the efl learners’ english writing achievement level in the group of experimental after the treatment given was in the good and very good category. second of all, dicto-comp significantly improved the efl learners english writing achievement in the experimental group. third of all, dicto-comp made significant difference on efl learners’ english writing achievement than those who were not. hence, it could be concluded that statistically dicto-comp promoted the english writing achievement of the efl learners significantly. in addition, on the basis of the conclusive reseach findings above, several pedagogical implications were drawn to the students, english lecturers, stakeholder, and future researchers. firstly, the students could utilize this technique to have a better writing and listening comprehension in the near future. secondly, english lecturers have to consider using dictocomp in their efl writing class by combining with the current technological tool, instructional medium, and other teaching techniques for the better writing product. thirdly, the stakeholder should ponder this instructional technique as the alternative one to scaffold the efl learners’ english writing skill. lastly, the future researchers were suggested to conduct similar research with different language skills both productive and receptive skills and to use different instrumentation such as in depth interview and questionnaire dissemination. acknowledgment this research was funded by universitas indo global mandiri, palembang, indonesia. angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 182 references abas, i. h., & aziz, n. h. a. 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(2017). pengaruh model group investigation terhadap kemampuan menulis artikel mahasiswa [the influence of group investigation model on students’ ability to write articles]. jurnal pendidikan dan ilmu geografi, 2(1), 160-166. http://www.toyo.ac.jp/uploaded/attachment/6892.pdf angraini dicto-comp in indonesian’ english ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 184 widiastuti, n. p. s., sukamerta, i. m., & arsana, a. a. p. (2020). assessing descriptive paragraph writing ability of the eighth grade students of smpn 2 denpasar through dicto-comp. journal on studies in english language teaching (joselt), 1(1), 41-48. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.61-71 doi:10.33394/jo-elt.v9i1.5257 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 61 remote learning in the crisis of covid-19: motivating or demotivating the efl students to learn? #1 dedi sumarsono, *2 taufik suadiyatno, *3 abdul kadir bagis #1 english lecturer, fbmb, mandalika university of education, indonesia *2 english lecturer, fbmb, mandalika university of education, indonesia *3 english lecturer, fbmb, mandalika university of education, indonesia corresponding author email: dedisumarsono@undikma.ac.id a b s t r a c t s a r t i c l e i n f o the implementation of virtual learning in the time of covid-19 pandemic had potentially affected the students‟ learning motivation. this research was aimed at finding out; (1) the level of the efl learning motivation when the remote learning is implemented during the covid-19; (2) how was the efl learning motivation when the remote learning implemented during the covid-19. this study was conducted at two different universities students majoring english language education and medical laboratory technology consisting of 202 students. to gain the data, a questionnaire on learning motivation was delivered to the students. the data was analyzed using the likert scale of agreement or disagreement to interpret the types of learning english motivation. in analyzing the data, both quantitative and qualitative were used as a mixed-methods was applied. the findings of the study showed that the students' motivation was categorized into high level or slightly close to medium level of motivation. other interesting findings were (1) the distance learning was claimed less effective because the materials were claimed tent to be difficult; (2) error internet connection; (3) less interaction between students and teachers, and so forth. on the other hand, some students argued that digital learning had built their independency, curiosity, and confidence to learn. the students‟ ability to utilize the learning media also improved through the implementation of remote learning. article history: received: june, 2022 revised: june, 2022 published: june, 2022aug 2018nline 09 sep 2018 keywords: remote learning, learning motivation, motivated or demotivated, covid-19 pandemic, how to cite: sumarsono, d., suadiyatno, t., & bagis, a. (2022). remote learning in the crisis of covid-19: motivating or demotivating the efl students to learn?. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 61-71. doi:https://doi.org/10.33394/jo-elt.v9i1.5257 introduction face-to-face interaction in the classroom is temporarily prohibited by the government. this policy was taken to prevent the outbreak of covid-19. in response to this condition, the teaching and learning process was forced to move from direct learning to distance learning. the utilization of online learning during this covid-19 pandemic became a new compulsory learning habit for both students and teachers. hodges, et al (2020) argue that covid-19 has forced the teaching and learning process from face-to-face instruction to rapid distance teaching and learning. the teaching and learning process in the classroom between the instructor and the students was delayed and dramatically transformed into digital learning due to the existence of covid-19. online learning can be defined as the teaching and learning approach that can be done anytime and anywhere as long as it is supported by the access to internet. teaching through mailto:dedisumarsono@undikma.ac.id sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 62 distance learning can be conducted in two ways; synchronous or asynchronous mode utilizing different devices (e.g., handphones, computers, or laptops) using internet access (singh & thurman, 2019; dhawan, 2020). learning online is said to be synchronous when the teacher and students have real-time interaction and feedback. in contrast, in asynchronous mode, feedback or response from the teacher or the students can be delivered at any time. online learning is flexible and interactive because it makes the teaching and learning process become no longer difficult for the teacher and the students as the teaching and learning material can be shared and accessed from any place. with online learning, the material and the assignment can be shared easily by the teacher without having direct interaction with the students. studying through online classes, students can join the class under any circumstance. the students may just stay at home and open their mobile phone or laptop in any situation and any place. based on the observation during the online class, some students sometimes joined the class while doing another activity. the students sometimes joined the class while still laying on the bed, having some food or meal, talking or chatting with others, etc. schwartzman (2007) found in his study that online learning is also considered to be more flexible and compatible with other life activities such as work. in the implementation of online learning, however, many challenges are often encountered by both students and teachers. online learning is successfully conducted if it is supported by technological device and internet because the robustness of it infrastructure is a prerequisite for online learning (ayebi-arthur in dhawan, 2021). the teaching material can be shared by the teacher or accessed by the students if the device is available. a strong internet connection is also the most primary thing needed to ensure that the teaching material is retrieved by the students. another factor that commonly emerged when the teaching and learning through online learning was the students‟ financial problem. some students sometimes stated that they were late and not able to join the class due to their lack of money to buy the internet quota. the migration of the learning approach to online learning also forced both the teacher and students to be familiar with some applications used to deliver the material or access the teaching and learning material. some students sometimes were late in joining the class and not able to submit the assignment on time due to their failure in selecting appropriate items from the platform used in the teaching and learning process. students and teachers having low digital mastery will be left behind in performing any steps in online learning. omotayo and haliru (2020) declared that digital competence as a variable with positive correlation and substantial effects on the application of digital library by higher education learners. in the implementation of online learning, disruption from the surrounding may also affect the teaching and learning process because sometimes noisy and unpredicted situations may ruin the concentration when the synchronous online mode class is progressing. some students also argue that the assignment given is increased as the instructors just sent the assignment in every meeting. learning in this pandemic situation in which the students only learn from the distance will probably contribute to the students‟ motivation to learn and their learning achievement. quick transformation instruction may potentially affect the students learning achievement. besides, one of the most vital aspects that stimulate the students‟ english achievements or performance is the students‟ motivation (kurt & kecik, 2017). students' motivation gives a significant role in the efl students' performance because it drives people to do something. motivation is one of the vital factors that should be posses by the learners to achieve the learning goal. in english teaching, motivation has an essential role not only in the students‟ aptitude but also in intelligence (zhang, 2015) because students‟ achievement and motivation are correlated. students with high motivation are more likely to achieve their learning objectives than those having low motivation (demotivated ones). motivation is divided into intrinsic and extrinsic. the intrinsic motivation comes from the students; meanwhile, sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 63 extrinsic motivation is stimulated by other things such as teachers, other students, the learning process, instructional materials, and so on. in this covid-19 situation, students must possess high motivation to learn because they entirely depend on the electronic device with internet to learn. li (2020) has confirmed that learning second language is succeed if the students are able to optimize their own motivation through actively utilizing any resource and ability in the education environment. however, the present study focused on the effect of the implementation of remote learning in the time of covid-19 pandemic towards the students learning motivation. the present study aimed at determining (1) the level of the efl learning motivation when the remote learning is implemented during the covid-19; (2) how was the efl learning motivation when the remote learning is implemented during the covid-19. research method this research integrates or mix two types of data, quantitative and qualitative data. this present study employed a mixed-method study. figure 1 explains the research activities. figure 1. research activities the participants of the research were 202 students taken from two universities majoring in english language education and medical laboratory technology. they participated in the course using remote learning due to the covid-19 pandemic. the research was the situational motivation scale (sims) adapted from keller (2010). the data analysis uses the likert scale of agreement or disagreement to interpret the types of learning english motivation. table 1 interpretation of question‟ category and students‟ motivation level scale category motivation level scores 1 strongly disagree lowest 0 – 20 2 diagree low 21 – 40 3 neutral moderate 41 – 60 4 agree high 61 – 80 5 strongly agree highest 81 – 100 the instrument used in this study was a questionnaire, which consisted of closed and open-ended questionnaires. the design of the questionnaires was based on what was data collection cccollection data analisis cccollection the effect of the implementation of remote learinng in the time of covid-19 pandemic towards the efl learning motivation questionnaire level of efl learning motivation descriptive quantitative how was the efl learning motivation the efl learning motivation & remote learning qualitative or descriptive identification, description, and discussion the efl learning motivation in the time of covid-19 sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 64 suggested by keller (2010) regarding to some indicators of motivation such as (1) attention; (2) relevance; (3) confidence; and (4) satisfaction. to obtain the data the questionnaire was distributed to the participants by sharing a link to google form at the end of the online course. it was aimed at knowing the students‟ responses after studying through online class. in this way, the participants are able to access the instrument by clicking on a link provided. in analyzing the data, both quantitative and qualitative data were analyzed as a mixedmethods was applied in this study. the data analysis was aimed to answer the research objective that is to identify the students‟ motivation on the utility of online during the covid19 pandemic. the data collected were analyzed through spss statistic to gain descriptive statistical analysis. the data rate has required detail on the frequency, mean, maximum, minimum score, and standard deviation of the variable investigated. pearson‟s correlation is applied to meet the data. for the qualitative data, the data was obtained from the students‟ learning motivation during the implementation of online learning in the time of covid-19. the students‟ participation was analyzed based on their responses on open-ended questionnaire which was based on the indicators of learning motivation. after the data was obtained, the codification of the data was arranged to ease the analysis of the data qualitatively supported by some related theories. research findings and discussion the following table depicts the students learning motivation affected by remote learning model a. the level of the students learning motivation table 2 students‟ learning motivation affected by online learning no questionnaire sa a n d sd 1 i am interested in following the lesson through online learning. 21 51 75 34 21 2 i understand the material easily through online learning. 18 47 77 40 20 3 i am happy to studythrough online online learning. 19 44 85 40 14 4 i am happy to study through the activity on online learning and happy to give appreciation to others. 21 69 70 29 13 5 i am sure to be succeed in this lesson. 55 60 60 17 10 6 the application of online learning makes me active in learning activity. 17 55 71 46 13 7 through online learning, i have bravery to ask some questions. 21 51 79 39 12 8 i feel more enjoyable in learning english through the online learning. 23 42 87 36 14 9 the materials is related with daily activity. 28 78 64 24 8 10 learning english using 24 47 83 32 16 sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 65 online learning makes sense of happiness in learning process 11 the application of online learning helps me to remember the lesson easier 22 41 82 44 13 12 learning english using online learning can train my creativity 23 49 85 29 16 13 online learning makes me more focus toward the lesson. 18 39 73 53 19 14 learning english using online learning helps me to understand the material more easily 24 40 80 43 15 15 studying through online learning is relevant with the current situation. 30 60 82 20 10 16 studying trough online learning can solve my problems in learning english 21 41 85 43 12 17 online learning makes me very enthusiastic in receiving the materials in learning process 21 48 86 31 16 18 online learning helps me to be more attention in listening to the teacher‟s explanation. 17 68 75 29 13 19 i become more confidence in doing learning process. 27 60 85 22 8 20 the things i learned in this study will be useful for me, especially in everyday life. 49 65 69 9 10 table 2 demonstrates the efl learning motivation in the amids of covid-19 pandemic affected by the implementation of remote learning model. overall, the questionnaire on the efl learning motivation was shared with the students consisting of 20 items in which the students must response each item of the questionnaire to state whether they are strongly agree, agree, neutral, disagree, and strongly disagree. in detail, strongly agree was selected as the lowest rate chosen by the students because there were two items shows the highest score; they are items no 5 and 20. the highest number of students who gave a response for strongly agree were 55 students for the item no 5 that indicates “the students is believed that they will succeed towards the course given”. besides, item no 20 indicates “the materials given through online learning were believed to be useful for students in their daily life”. this item was at the second position option for by the students as it was choosen by 49 students. table 2 also displayed the number of students giving responses strongly agree for each the items (except items no 5 and 20) from 17 to 30 students. another response indicates the students learning motivation was shown by the number of students choosing agree option. according to the data obtained, the item which was chosen most by the students was item no 9 (78 students) stating that the materials given correlated with the students' daily activity. another interesting finding is the lowest number of students' responses to the agree sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 66 statement was addressed to item no 11 as it was elected by 39 students which explains about the students become more focused on the lesson given by the teacher when online learning model was implemented. another response to recognizing the students learning motivation is that stating for modest for each item. this answer was considered to be the most realistic choice by the students as this option was chosen by almost two-third of the subject. the table depicts the number of students' responses to the learning motivation questionnaire that was started from 60 students. this lowest number of the students can be seen on item no 5 stating the students' optimistic for their success in the lesson presented via online learning model. from each item questionnaire was delivered to the students. item no 8 explains about the students feeling of enjoyment to learn english when they were teaching through digital learning. this item was the most suitable item for the students feeling regarding the teaching-learning process as it was preferred by 87 students. disagree was also one of indicators to reveal the students‟ learning motivation. this item expresses the students feeling towards their learning motivation during the implementation of remote learning during covid-19 pandemic. the data in table 1 displayed a quarter of the students selecting disagree opinion towards the questionnaire. one of the largest number the subjects selecting disagree with the questionnaire was the item no 10 which express whether the students feel happy studying through the application of remote learning. there were 64 out of 202 students shows that they were unhappy learning english with online learning. however, stating disagree feeling toward the questionnaire was shown at the item no 20 in which there were only 9 students stated that the material given through online learning in the time of covid-19 was not necessary for their daily life. the last choice showing the students learning motivation is that strongly disagree. the data shows that the number of students who prefer this option reached the highest number which was 21 students who stated that the lesson delivered through online learning did not meet the students' interest to learn. another finding also revealed that it was only 8 students prefer to disagree with the response for the item no 19 and that the students were not confident in the teaching-learning process through online learning. table 3 descriptive statistics of the efl learning motivation n range minimum maximum sum mean std. deviation variance statistic statistic statistic statistic statistic statistic std. error statistic statistic motivasi 202 80 20 100 12967 64.19 1.090 15.487 239.848 valid n (listwise) 202 the data shown in table 3 explains about the mean score of the students‟ learning motivation influenced by the application of digital learning. as the mean score of the student was 64.19, it can be concluded that the 'student's motivation to learn was at a high level or slightly close to a medium level of motivation. b. the efl learning motivation influenced by the implementation of the remote learning in the time of covid-19 pandemic. varoius responses gained from the students in relation to their learning motivation. this motivation was considered affected by the application of virtual learning in the amids of covid-19. the questionnaire given discovered about the students‟ motivation regarding with their attention, relevance, confidence, and satisfaction. sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 67 1. the students learning motivation pertaining to the their attention towards the virtual learning showing positive and negative perspective from the students as can bee seen below: applying a digital learning approach in the amides of covid-19 pandemic gave a positive effect on the students' attention. this approach was believed to be able to improve the students ability in utilizing the technology media. the students claimed that they felt happy being involved in the online class because they only needed to listen to their lecturer explaining the teaching instruction through to their electronic device. the teaching and learning that fully relied only on the usage of technology insisted the students on learning how to use the technology itself. distance learning in the amid of covid-19 pandemic helped the students to interact with others and do the task and assignments virtually (dhawan: 2020). another positive impact of the online learning approach was that the students‟ curiosity was improved to get more knowledge about the lesson given as the students felt more enjoy the learning from the distance. the students also stated that distance learning built up their independency to seek more comprehension of any material which was unclear yet. online learning is also more self-directed, requiring students in online settings to focus more on time management and self-motivation (quintana et al., 2005; xu & jaggars, 2014). motivation can be stimulated by adopting the technology and distance learning tools due to a crisis (tull et al., 2017). besides, students also explained that through distance learning, and assignment or task can be submitted or done any time and anywhere. this condition generated them really understand the material. thus, they have to be more serious to comprehend the material delivered by the lecturer. pertaining to attention, the students also reported that studying from distance also forced them to be more focused on listening to the teachers‟ explanations. this is very crucial as they have to practice their creativity in understanding and looking for any source and material related to what was instructed by the lecturer. in terms of negative effects, the application of remote learning in the time of covid19 was considered boring by the students as they were not able to see their friends directly in the classroom. as a result, virtual learning was said to be less effective for the students. the students argued that “they found the online learning was little interesting as they felt bored for not having interaction in the classroom in the class ”. the interaction between the students and the teachers was restricted due to the application of digital learning (dhawan: 2020). thus, they were bored easily and really hard to understand the material” the teaching and learning process which was conducted through digital learning contributed to the students' tendency to be sleepy, lazy, and bored joining the class. therefore, the material delivered by the lecturer did not attract the students‟ attention due to some obstacles at home. humans and pets which suddenly interrupted when the distance learning was in progress were also considered the disruption of digital learning participants‟ attention (adedoyin & soykan: 2020). thus, anytime the students had an assignment or excercises, they only relied on the internet by searching the answer to google or copying and pasting for their friends' tasks. the students also comment that online learning made them confused to understand the material given because the material was given in english. moreover, they were not able to deliver the questions directly to the lecturer. another problem encountered by the students was that internet connection trouble. virtual learning was not able to be accessed by both the teacher and the students if the internet connection was bad because digital learning is fully based on electronic devices and internet (adedoyin & soykan: 2020). the students expressed that they had problems with the unstable network and lacked of internet package because sometimes the materials were sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 68 difficult to understand. broadband internet connections, supportive devices, and lacked in low-income households are considered common problems in virtual learning (anderson & kumar, 2019). students with insufficiency of money will rely only on free internet or wifi to join the class.this condition may slow down them to retrieve the learning material (demirbilek; 2014). other responses also displayed that internet connection was a crucial part of the virtual teaching and learning due to signal interference. the technical problems when using online learning could hamper the teaching and learning process (favale et al., 2020). error connection also made the students fail to focus on the explanation given by the lecturer. fishbane and tomer (2020) found that affording broadband internet connection due to the low socio-economic was one of the causes for the students to be left behind or encountered failure to interact with others in virtual learning. the students were blocked by the network to access the online teaching being conducted when they had not enough internet packages. dhawan (2020) explained that students with adequate virtual devices or internet connections might lose out on the materials or tasks given by the teachers. 2. the use of online learning in this covid-19 pandemic was relevant to the current situation. the implementation of distance learning in the amid of covid-19 was claimed to be relevant by the students because they become creative in joining the teaching and learning process as any resources were able to be accessed from the internet. learning online that was depending on the internet trained the students to use the technology. as technology is a crucial element in the students‟ evaluation of the online learning. the students also reported that they didn‟t find the online learning difficult in terms of internet package as the institution had provided the data package internet for the students. in contrast, distance learning was not appropriate for some students as not all students had the electronic devices to support their learning. another finding also showed that distance learning costs lot of money to buy the internet data. thus sometimes some students failed to join the class or submitted the assignment as they had run out of internet data. 3. the use of online learning was able to build the efl confidence in learning. learning from a distance gave positive atmosphere for students to be more confident during the teaching and learning process especially when it was conducted synchronously. the students reported that their confidence increased because they can be seen by all members of the class when they studied with zoom platform. for some students, meeting or talking to others using english is a big problem but this digital learning could help them to enhance their confidence because in their opinion they dared to ask some questions or expressed their feeling virtually. the student confidence was improved and more trained to speak in english without feeling afraid of making any mistakes. the students also stated that the virtual learning made the teaching-learning became easily as they found the answer of any task or assignment from google. feeling confident was one of the aspects to indicate whether one is motivated or not. based on the data obtained from the results of the questionnaires, it showed that various responses were gained from the students in relation to the application of virtual learning in the amides of covid-19 pandemic. the students reported that they prefer face-to-face interaction in the classroom because their confidence was not able to be built up due to the explanation for the materials given by the lecturer sometimes tended to be unclear. less interaction between the teacher and the other students was also claimed by the students as the factor that causes them to feel afraid and shy to ask some questions in the online class. having fewer oppotunities to interact with other students and lecturers is viewed as online learning (bali & liu, 2018; horspool & yang, 2010; platt, raile, & yu, 2014). the sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 69 students said that their skills didn‟t improve well because of having less interaction with others. furthermore, some students also stated that joining the online class by only studying in front of electronic devices like gadget, handphone, or computers was not able to raise their confidence as they believed that confidence would lift up if they were in front of many people directly (learning in class). students also expressed that to grow selfconfidence; they actually had to be trained with others. borup, et al (2019) found that students appeared to be more comfortable communicating with their on-site facilitators face-to-face and found them to be more accessible. 4. the students were satisfied with the application of online learning during this covid-19 pandemic. virtual learning in the time of covid-19 was conducted through many digital platforms. however, the students claimed that they were lazy to apply many applications recomended. the materials delivered through those applications were sometimes difficult for them to understand because the image and the sound were not clear. virtual learning had decreased the students‟ satifaction due to the covid-19 pandemic (means, 2021) due to the internet connection. environtment was also claimed as the cuse of the failure of the virtual learning as the students sometimes were not able to listen to the explanation from the teacher because of the signal, a lot of noise in my house, the devices were suddently in trouble and environment. the virtual learning was not able to meet the students‟ satisfaction to learn for students who lived in a remote area because of lack of internet access electronic devices. on the other hand, numerous tasks or assignments had to be submitted on time. the students found the class tent to be boring. thus, most of them felt sleepy joining the online class because certain application were having trouble or error if it was not supported with good devices got a lot of struggles like the signal, my laptop is lagging and more. dhawan (2020) portrayed that the teaching learning process could be obstructed when the technology used was inadequate. however, for some students, remote learning was able to meet their satisfaction because their curiosity increased as some materials tent to be explained briefly. lin, zhang, and zheng‟s (2017) found that via digital learning, learner-instructor interactions had a positive relationship with student satisfaction. thus, the students tried to search more details about the information to the material given through available online. the students also claimed that with online learning, any materials can be accessed anywhere and anytime. conclusion the distance learning implemention during the amid of covid-19 pandemic contributed to the students learning motivation. the findings of the study showed that the students motivation was categorized into high level or slightly close to medium level of motivation. positive and negative responses were revealed pertaining to the students‟ learning motivations which were affected by the implementation of remote learning. the findings showed that (1) the distance learning was claimed less effective because the materials were claimed tent to be difficult; (2) error internet connection; (3) less interaction between students and teachers, and so forth. on the other hand, some students argued that digital learning had built their independency, curiosity, and confidence to learn. the students‟ ability to utilize the learning media also improved through the implementation of remote learning. sumarsono remote learning in the ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 70 references adedoyin, o., & soykan, e. 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(2015). improving english listening proficiency: the application of arcs learning-motivational model. english language teaching, 8(10), 1-6. doi:10.5539/elt.v8n10p1. https://doi.org/10.1016/j.acalib.2019.%20102097 https://www.doi.org/10.1080/03634520601009728 https://doi.org/10.1353/jhe.2014.0028 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.129-138 doi:10.33394/jo-elt.v10i1.7601 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 129 kamusku application as a media in reading online english news #1 ari astutik, *2 yulis setyowati #1 english lecturer, english and literature faculty, universitas wijaya putra, indonesia *2 english lecturer, english and literature faculty, universitas wijaya putra, indonesia corresponding author email: ariastutik@uwp.ac.id a b s t r a c t s a r t i c l e i n f o this study aims to find out the students’ perceptions in using the application of the english dictionary "kamusku" as a media in reading online english news can make them feel more easier in learning vocabulary and understand the english online news well. this study uses a qualitative study with open ended questionnaires, the instruments used in this method are questionnaires question. this research was conducted on first semester students of english literature at wijaya putra university. the results of the study obtained that the application of the english dictionary "kamusku" as a media in reading online english news had a positive and significant effect on increasing students' english vocabulary to comprehend in reading the online english news. article history: received: april, 2023 revised: june, 2023 published: june, 2023aug 2018nline 09 sep 2018 keywords: reading, online english news, kamusku-application, how to cite: astutik, a., & setyowati, y. (2023). kamusku application as a media in reading online english news. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 129-138. doi:https://doi.org/10.33394/jo-elt.v10i1.7601 introduction english should be important to people because it has a big impact on our daily lives. we even want to read english news online in order to stay up to date on news from around the globe. when reading news articles written in english, it's important to understand the meaning of each word so that we can interpret the news's overall meaning in light of its various contexts. there should be some resources available to aid in quickly and easily determining the meaning of an english phrase in indonesian. one tool for quickly and easily translating english words into indonesian is the kamusku application. vocabularies are the name given to the words in those applications. it also has to do with the requirement that students increase their vocabulary in class. they may learn many new words by reading english news online. therefore, we need to understand how the students perceive using the kamusku dictionary application in their daily lives. we frequently think that reading on their own will teach students enough vocabulary. people with vocabulary below grade level, according to james scott, almost never notice. along with indonesian, japanese, french, and other languages, vocabulary is an important part of learning a language. writing, speaking, and listening are other methods of learning vocabulary in addition to reading. we daily expanded our vocabularies by participating in a variety of activities. one of the most challenging aspects of learning a language is learning vocabulary. people are unable to express their thoughts or understand what other people are saying if they have a limited vocabulary. little can be said without grammar, but nothing can be said without vocabulary, according to wilkins' (1972) observation. when students have trouble understanding words that are unfamiliar to them, some teachers advise them to look mailto:ariastutik@uwp.ac.id astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 130 up the literal meanings of those words, while other teachers prefer that their students infer the meanings of words from the context in which they are used. this is according to kam -man iu. to look up the unfamiliar vocabulary words in dictionaries seems to be a more direct way to remove barriers in the reading process. however, it seems that exploring the word meaning from context requires more active participation from the learner than using a dictionary and incorporating the meaning into the reading passage. when using a dictionary and incorporating the meaning into the text, it seems that learners participate in the reading passage with comparatively less active participation. in this digital era, there are so many dictionaries application that can be downloaded freely in play store especially on smartphone to make second language students are easier to understand what they read in online english news. the dictionary application that the writer used in this research is kamusku dictionary. kamusku dictionary is an offline application created by kodelokus, a software company in bandung. jl. sharon raya utara no. 29, grand sharon residence, district rancasari, cipamakolan, rancasari, santosa, and andriyadi: use of my dictionary. 37 bandung, west java 40292 (sampaijauhcom, 2020). my dictionary application is a free app available in the google play store and the apple app store that allows users to easily and quickly search the english vocabulary. as a tool for language learning, dictionaries are extremely helpful in explaining terms. a dictionary is a book that lists words from different languages in alphabetical order along with details about the words' pronunciation, definitions, and other details. an ideal dictionary would also include information on word status, word areas of use, word fragments, word origins, whether a word is standard or not, archaic and classic words, information on word usage patterns, and various other topics. the dictionary is a collection of words in a language that reflects the degree of civilization in the country that created it. "a dictionary is a book that provides information on word definitions." the dictionary is a reference work that includes words and expressions that are typically alphabetically arranged along with an explanation of their meanings. according to the definition of a dictionary given above, a dictionary is a book that lists words or terms in alphabetical order along with definitions and explanations. the type of media that is most commonly used in the current industrial revolution and the digital era is digital media. android is the platform on which the currently under development application runs. android is a software used on mobile devices (running devices) that includes operating systems, middleware, and core applications, according to sugeng purwantoro (2021). for smartphones and tablets, there is an operating system called android. in order for users to interact with the device and run the applications that are on it, the operating system can be seen as a bridge between the device and its users. the purpose of this study is to examine how students perceive the benefits and challenges of using the kamusku applications on smartphones to read online english news. in light of the study's goals, the following research questions were developed: how do students perceive the challenges and opportunities presented by using the kamusku dictionary apps to comprehend online english news? research on dictionaries application has been carried out by several researchers. santoso & andriyadi (2019) presents an overview that the use of dictionary application can improve the students’ vocabulary and the writer using quantitative method in doing their research. winestock & jeong (2014) analysed of the smartphone app market the dictionary application is one of the most used by people over the world because it has some advantages in learning vocabulary in many languages especially english. maulia & amin (2023) researched to determine the effect of using u-dictionary application on students’ pronunciation mastery at the eleventh grade of smk negeri 1 perbaungan. this research https://sampaijauh.com/author/sampaijauhcom astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 131 used quantitative method with quasi-experimental design. based on the research using udictionary application can improve the students’ pronunciation. research method a study method known as qualitative research looks at and understands the significance of a group or individual affected by a social issue. an interpretive or theoretical framework that serves as a framework for the analysis of a research problem and concentrates on the meanings that individuals or groups attribute to social or human problems serve as the basis for qualitative research (creswell, 2013). research design the methodology for this study was descriptive qualitative research. it was based on research that looked at how english literature program first-semester students felt about using the kamusku dictionary app. according to sugiyono (2008), the phenomenon or method of data collection is referred to as "taking of the data naturally." in qualitative research, the researchers themselves are a key tool, and the direct source of data is nature. population and sample the study was conducted at the english literature program study, faculty of english literature, upw (universitas wijaya putra), surabaya. in surabaya, it was located at jl. raya benowo number 3. students in the first semester of the english literature program who were taking the vocabulary course participated in this study. there were a total of 10 subjects: 6 women and 4 men. the study included students who were alleged to have used the kamusku dictionary application in vocabulary lessons. instruments the main method used for the research was questionnaires. the guidelines developed to find out how students viewed the kamusku dictionary application as a medium to learn and understand online english news were the focus of the questionnaires. it was made up of five questions that addressed the subject and aimed to find out how the students felt about it. two additional questions about the limitations and features of the kamusku dictionary application are also added. data analysis by dispersing the questions, the researchers gathered the data. to learn how the students view the kamusku dictionary application as a tool for learning and understanding online english news, researchers provide questions in the form of questionnaires. paper sheets were used in this instrument. five questions are on each of the paper sheets. the students' responses to the question would reflect their own original thought. the researcher is also interested in the capabilities and limitations of the kamusku dictionary application. paper sheets with two questions on each are also part of the instrument. in order to gather information on structured data, questionnaires are frequently used tools. they can be administered without the researcher's presence and are frequently fairly simple to analyze (cohen et al., 2018). one method of gathering data is through the use of a questionnaire, which offers a list of questions or written inquiries that respondents can respond to either directly or online (sugiyono, 2013). the scale questions with positive and negative perception statements from the closedended questionnaire were used by the researcher in this study. three negative statements are balanced out by 24 positive ones. the likert scale is one of the most well-liked forms of scaled questions. a psychometric scale known as the likert scale is frequently used in studies that use questionnaires to measure social attitudes (roopa & rani, 2012). the likert astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 132 scale, according to djajanegara (2019), is a measuring device used to identify interests, attitudes, and behaviors. table 1 likert scale levels scale positive negative strongly disagree sd 1 5 disagree d 2 4 neutral n 3 3 agree a 4 2 strongly agree sa 5 1 research findings and discussion research findings 1. students’ perceptions on using kamusku dictionary applications as a media in learning vocabularies and comprehending online english news to find how students’ perceptions about using the kamusku dictionary app as a tool for vocabulary learning and understanding online english news. a five-item questionnaire was given out by the researcher. the outcome is shown in the table 2. table 2 student’s perceptions on using kamusku dictionary application as a media to learn and comprehend online english news no statements frequency sa a n d sd 1 kamusku dictionary application can be used easily. 10 (65.7 %) 5 (35.3%) 2 i feel more fun when using kamusku dictionary application to learn vocabulary and comprehend the online english news. 2 (14.3%) 9 (60%) 4 (26.7) 3 i can use kamusku dictionary application anytime and anywhere. 5 (33.3%) 7 (46.7%) 3 (20%) 4 i can improve my vocabulary ability when using kamusku dictionary application 1 (16.7%) 9 (60%) 5 (34.3%) 5 i feel motivated when using kamusku dictionary application to learn vocabulary and comprehend the online english news. 1 (7.7%) 8 (53.3%) 6 (30%) based on table 2, the result of the first statement was 65.7 % of students perceive that they strongly agree with the question “can kamusku dictionary application be used easily?” meanwhile, 35 .3% have students agreed on perception with the same question. the result of the second statement was 14.3% of students perceive that they strongly agree with the question “do you feel more fun when using kamusku dictionary application to learn vocabulary and comprehend the online english news?”. meanwhile, 60% of students agreed on perception and 26.7% of students were neutral on that same question. the result of the third question “can i use kamusku dictionary application anytime and anywhere?’’ was 33.3% of students perceived that they strongly agree with the question. meanwhile, 46.7% of students agree perception, and 20% of students were neutral on the question. the result of the fourth question “can i improve my vocabulary ability when using kamusku dictionary application?” astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 133 was 16.7% of students perceive that they strongly agree with that question. meanwhile, 60% of students agreed on perception, and 34.3% of students’ were neutral with that statement. the result of the fifth question “do i feel motivated when using kamusku dictionary application to learn vocabulary and comprehend the online english news?.” was 7.7% of students perceived that they strongly agree with that same question. meanwhile, 53.3% of students agreed on perception, and 30% of students were neutral on the question. 2. the obstacles when using kamusku dictionary application in learning vocabulary to comprehend the online english news found by students to address the part of the goals of the research, which asks "what obstacles do the students face when using kamusku dictionary application in learning vocabulary to comprehend the online english news?" was answered using an open-ended questionnaire. regarding the difficulties in learning vocabulary using the kamusku dictionary app, there are two questions. the table 3 displays the results of the questionnaire. table 3 the obstacles when using kamusku dictionary application in learning vocabulary to comprehend the online english news found by students no students answer did you encounter any problems using the kamusku dictionary application to learn new words needed to understand online english news? what challenges did you encounter while using the kamusku dictionary app to learn vocabulary for reading online english news? 1 student 1 yes the dictionary give the note such as (kb; ks; kki; kkt; fkki; fkkt) which do not explain the function. 2 student 2 yes if there is no internet connection or in the offline mode, kamusku dictionary cannot match the sentence thoroughly. 3 student 3 no none 4 student 4 no none 5 student 5 no none 6 student 6 yes in the microphone icon, if we do not pronounce the words or sentences correctly kamusku dictionary cannot detect the writing correctly so that it does not represent the correct meaning. 7 student 7 no none 8 student 8 no none 9 student 9 no none 10 student 10 no none the table 3 showed that the students faced some obstacles when using kamusku dictionary application. they are first, students do not know the function and the use of the code such as (kb; ks; kki; kkt; fkki; fkkt). second, if the students only use the offline mode, kamusku dictionary cannot match the sentence thoroughly. third, if we press the microphone button then we do not pronounce the words or sentences correctly kamusku dictionary cannot detect the writing correctly so that it does not represent the correct meaning. astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 134 3. the facility when using kamusku dictionary application in learning vocabulary to comprehend the online english news found by students to address the part of the goals of the research, "what facilites do the students face when using kamusku dictionary application in learning vocabulary to comprehend the online english news?" an open-ended questionnaire was used. regarding the tools for learning vocabulary using the kamusku dictionary app, there are two questions. the table below displays the results of the questionnaire: table 4 the obstacles when using kamusku dictionary application in learning vocabulary to comprehend the online english news found by students no students answer did you find the facility when learning vocabulary to understand the english news online using the kamusku dictionary application? what benefits did you experience from using the kamusku dictionary application to learn vocabulary to understand english news articles online? 1 student 1 yes this dictionary application can be used by offline. 2 student 2 yes this dictionary application can match the sentence thoroughly if there is internet connection. 3 student 3 yes the dictionary give the note such as (kb; ks; kki; kkt; fkki; fkkt) to help the student to make sentence after learning grammar subject. 4 student 4 yes students can translate long sentences in one time by tapping the words in the space provided. 5 student 5 yes students can translate long sentences in one time by pressing the microphone icon and pronouncing the words correctly. 6 student 6 yes the speaker icon can produce the sound in reading the sentence which is typed in the space provided in two languages which are english and indonesia. 7 student 7 yes this application can be changed of the form of language become indonesian = english or english = indonesian 8 student 8 yes there is shared icon which can be used to share the translation result to another social media provided for instances whatsaap, facebook messenger, instagram and another platforms. 9 student 9 yes it contains of the sentence examples. 10 student 10 yes the meaning translation can be copy and paste in the form of word. the table 4 that displayed the features and benefits that students receive from the kamusku dictionary application can make it more enjoyable and simple for students to read astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 135 the english news that is published online on a daily basis while also enhancing their vocabulary and text comprehension skills. discussion 1. student’s perceptions on using kamusku dictionary applications as a media in learning vocabularies and comprehending online english news the first finding from the students' perceptions of using the kamusku dictionary app as a tool for learning vocabulary is that it is simple to use. according to the data, 65.7% of students believe that the statement "kamusku dictionary application can be used easily" is true. meanwhile, 35.3% of students believe that statement to be true, with the overall percentage being 100%. it indicates that pupils had favorable perceptions. you could say that every student thinks the kamusku dictionary app is simple to use. the second finding is that students believe that using the kamusku dictionary application as a tool for vocabulary learning makes learning more enjoyable. the claim that "i feel more fun when using kamusku dictionary application to learn vocabulary and comprehend the online english news" demonstrated this. students who say they strongly agree with that statement are 26.7% of the class. while 14.3% of students are neutral and 60% of students agree with that statement. it follows that the majority of students find it more enjoyable to learn vocabulary by using the kamusku dictionary application to read and understand online english news by using this application, the third result of the students' perceptions of the kamusku dictionary application as a tool for vocabulary learning can be enhanced. the percentage of students who strongly agree with the statement "i can improve my vocabulary ability when using kamusku dictionary application" is 16.7%. in contrast, (60%) of students agree with that perception, while (34.3%) of students are ambivalent about it. this indicates that the majority of students view the kamusku dictionary application as a tool for expanding their vocabulary and understanding online english news. the fourth finding from how the students felt about using the kamusku dictionary app as a tool for learning vocabulary at any time and anywhere. the fact that 16.7% of students strongly agree with the statement "i can use kamusku dictionary application anytime and anywhere" demonstrated this. while only 20% of students disagree with the statement, 46.7% of students agree with it. in order to learn vocabulary for reading and understanding online english news, the majority of students can use the kamusku dictionary application whenever and wherever they like. the fifth finding reflects how the students feel about using the kamusku dictionary app as a tool for learning vocabulary. as evidenced by the statement, "i feel motivated when using the kamusku dictionary application to learn vocabulary and comprehend the online english news." 7.7% of students believe they strongly agree with that assertion. while only 30% of students are neutral about the statement, 53.3% of students agree with it. this indicates that the majority of students are inspired to learn vocabulary when using the kamusku dictionary application to read and comprehend online english news at any time or place. 2. the obstacles when using kamusku dictionary application in learning voabulary to comprehend online english news found by students the second goal of this research is to describe the obstacles found when using kamusku dictionary application in learning vocabulary to comprehend the online english news. the obstacles that students found when learning vocabulary to comprehend the online english news were that it has some notes such as (kb; ks; kki; kkt; fkki; fkkt) which do not explain the function, if there is no internet connection or in the offline mode, kamusku dictionary astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 136 cannot match the sentence thoroughly, and in the microphone icon, if we do not pronounce the words or sentences correctly kamusku dictionary cannot detect the writing correctly so that it does not represent the correct meaning. the first issue that students encountered when using the kamusku dictionary application to learn vocabulary to understand online english news is that some of the notes in this program such as (kb; ks; kki; kkt; fkki; fkkt)—do not explain how they work. the notes included in that application do not go into as much detail about the explanation as kb, ks, kki, kkt, fkki, and fkkt. the user cannot utilize those notes effectively as a result. when asked about the challenges of using this application, student 1 responded in the questionnaires as it was mentioned there. the second outcome of the difficulties that students encountered when using the kamusku dictionary application to learn vocabulary to understand the online english news is that kamusku dictionary cannot completely match the sentence if there is no internet connection or when using the offline mode. therefore, if users want to understand the full meaning of a lengthy sentence, they must always be online. in the microphone icon, if we do not pronounce the words or sentences correctly, kamusku dictionary cannot detect the writing correctly, so it does not represent the correct meaning. this is the third effect of the challenges that students encountered when using kamusku dictionary application to learn vocabulary to understand the online english news. in order to get an accurate translation, users must carefully type the words or sentences. 3. the facilities when using kamusku dictionary application in learning vocabulary to comprehend online english news found by students the third goal of this research is to describe the facilities found when using kamusku dictionary application in learning vocabulary to comprehend the online english news. the results of the facilities that students found when using kamusku dictionary application in learning vocabulary to comprehend the online english news is that this dictionary application can be used by offline, this dictionary application can match the sentence thoroughly if there is internet connection, the dictionary give the note such as (kb; ks; kki; kkt; fkki; fkkt) to help the student to make sentence after learning grammar subject, students can translate long sentences in one time by tapping the words in the space provided, students can translate long sentences in one time by pressing the speaker button and pronouncing the words correctly, in the microphone icon, if we do not pronounce the words or sentences correctly kamusku dictionary cannot detect the writing correctly so that it does not represent the meaning correctly, this application can be changed of the form of language become indonesian = english or english = indonesian, the students are also can learn how to pronounce correctly by listening the speaker button, it contains of the sentence example, and the meaning translation can be copy and paste in the form of word. the ability to use the dictionary application offline is the first benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the english news that is available online. for english language learners who are unable to connect to the internet but can still access it, even just word by word, it is very helpful. the second benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand online english news is that, provided there is an internet connection, the dictionary application can accurately match the sentence. this is the most convenient method for discovering the vocabulary meaning in lengthy sentences because it can be translated completely in a single step rather than word by word, but it requires constant internet connectivity. astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 137 the dictionary provides the note such as (kb; ks; kki; kkt; fkki; fkkt) to help the student to make sentences after learning grammar subject, which is the third benefit that students discovered when using kamusku dictionary application in learning vocabulary to comprehend the online english news. these notes are useful in determining whether certain words belong to the word classes of noun, transitive verb, intransitive verb, adjective, adverb, and preposition, all of which are crucial for grammatically correct sentence construction. students can translate lengthy sentences at once by tapping the words in the space provided, which is the fourth benefit they discovered when using the kamusku dictionary application to learn vocabulary to understand online english news. if the users type complete sentences in the space provided correctly, this application can help english language learners feel comfortable and have fun because they can quickly understand the meaning of a sentence's vocabulary. the ability to translate lengthy sentences at once by selecting the microphone icon and giving the words the proper pronunciation is the fifth benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the english news that is posted online. it is simpler to understand the meaning of a long sentence using english vocabulary without typing it in the space provided, but it can be challenging if the learner's pronunciation is incorrect. if we do not pronounce the words or sentences properly, the microphone icon won't be able to recognize them and won't accurately convey their meaning. this implies that the learner's pronunciation skills in english must be resilient. the speaker icon can make a sound when reading the sentence that is typed in the space that is provided in two languages, indonesian and english, which is the sixth benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the online english news. by repeating the sound, it can also assist the learner in pronouncing every word correctly. the seventh benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand online english news is that this program can change the language's form so that indonesian becomes equal to english or vice versa. this feature is beneficial because it makes it simple for english language learners to translate vocabulary from english to indonesia or the other way around by tapping the appropriate icon's switching button. the shared icon that can be used to share the translation result to another social media platform, such as whatsapp, facebook messenger, instagram, and others platforms, is the eighth benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the online english news. the learner may find it beneficial to translate their initial thoughts from indonesian, their mother tongue, into english. because they can easily and correctly share their english writing in their social media, doing it this way gives them a sense of confidence and fun. the ninth benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the english news online is that it includes sentence examples. since the learner can see an example of the word being used in a sentence, it might help in their understanding of each english word they come across. the ability to copy and paste the meaning translation in the form of a word is the tenth benefit that students discovered when using the kamusku dictionary application to learn vocabulary to understand the online english news. this feature is beneficial because it allows english language learners to copy text and paste it onto a different screen, like microsoft word, so they can save it and review it later. astutik kamusku application as a media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 138 conclusion this study demonstrated that students' perceptions were favourable. because it is useful and has the potential to help students increase their vocabulary ability, it could be said that all of the students believe that the kamusku dictionary application is simple to use to understand the online english news. it supported and helped students in learning independently whenever and wherever they wanted to as additional learning media. in learning vocabulary to comprehend the online english news using kamusku dictionary application as a media delivers some obstacles and also many facilities. the obstacles that students encountered when learning vocabulary using kamusku dictionary applications are for the first, students do not know the function and the used of the code such as (kb; ks; kki; kkt; fkki; fkkt). second, if the students only use the offline mode, kamusku dictionary cannot match the sentence thoroughly. third, if we press the microphone button then we do not pronounce the words or sentences correctly kamusku dictionary cannot detect the writing correctly so it does not represent the correct meaning. there are numerous benefits to using the kamusku dictionary application as a tool for learning vocabulary and understanding online english news. the easiest tool to use to learn english vocabulary and understand online english news is the kamusku dictionary application, one of the ten facilities listed in table 4. therefore, downloading this application is highly advised in order to help english learners understand many passages, particularly online english news. and it will be consistent with the growth of english vocabulary. references cohen, l., manion, l., & morrison, k. (2018). research methods in education (8th ed.). london: routledge. https://doi.org/10.4324/9781315456539 creswell, j. w. (2013). qualitative inquiry and research design : choosing among five approaches (l. habib (ed.); 3rd ed.). vicki knight. djajanegara, a. r. (2019). teknik analisis data (analisis kualitatif pada hasil kuesioner). jurnal pendidikan dan dakwah, 1(1), 55-65. maulia, a. d., & amin, t. s. (2023). the effect of using u-dictionary application on students’ pronunciation mastery at the eleventh grade of smk negeri 1 perbaungan. cybernetics: journal educational research and social studies, 4(1) 5761. purwantoro, s., akbar, m., & wibowo, a. (2021). penguatan metode pengajaran kepada guru-guru sma/smk sederajat se-kota pekanbaru dalam rangka mitigasi bencana pandemi covid19. juara: jurnal wahana abdimas sejahtera, 2(2) 161-177. roopa, s., & rani, m. s. (2012). questionnaire designing for a survey. journal of indian orthodontic society, 46(4_suppl1), 273-277. sampaijauhcom. (2022, june 27). kamusku: aplikasi kamus digital dari bandung. https://sampaijauh.com/kamusku-aplikasi-kamus-digital-dari-bandung-1219 santoso, i., & andriyadi, a. (2019). the use of my dictionary application to improve students’vocabulary mastery. eltin journal: journal of english language teaching in indonesia, 7(1), 35-42. sugiyono. (2008). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sugiyono. (2013). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta.cv. wilkins, d. a. (1972). linguistics in language teaching. cambridge: mft press. winestock, c., & jeong, y. k. (2014). an analysis of the smartphone dictionary app market. lexicography, 1, 109-119. https://doi.org/10.4324/9781315456539 https://sampaijauh.com/kamusku-aplikasi-kamus-digital-dari-bandung-1219 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.109-123 doi:10.33394/jo-elt.v8i2.3994 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 109 the characteristics of instructional systematic design english online teaching environment rizky eka prasetya english lecturer, akademi sekretari budi luhur, jakarta corresponding author email: rizky.ekaprasetya@budiluhur.ac.id a b s t r a c t s a r t i c l e i n f o the english online learning instructional model became contingent upon organised and guided learning practices by competent english lecturers as instructors in the online situation. there are a few concepts applied to the english instructional online pedagogy for higher education and universities. the purposes of the examinations are to classify the relevance of online instructional learning to conform to english learning and present current or unexpected instructional design into the english online environment. the study employed a convergent parallel design method. this method of choice had depth-analysing and performing parallel analyses, which are considered alternative evidence for discussing the components of the online instructional model. the examination consisted of 52 english lecturers from various higher education and universities. the survey questionnaires were addressed to participants, and interview strategies were identified to collect a distinctive angle and dept-involvement on the english online instructional. findings of the study have revealed that english lecturers considered learner-centered intended course as very important for their teaching concept while emphasising real-world performance as important for the online environment material. collaborative approach and concentrate on reliably and validly assessed outcomes become the second phase importance in the online instructional model. interview protocols thematic analysis exposed that english lecturers should support and organise their particular english online instructional online environment. the general characterised adapted to engage in english online instructional online-based. the condition is because of english lecturers empathising with the appropriate material, approach to the learners’ flexibility, and individual accomplishment in every topic. article history: received: july, 2021 revised: november, 2021 published: december, 2021 2018 keywords: characteristics, instructional systematic design, english online learning, online learning environment, higher education how to cite: prasetya, r. (2021). the characteristics of instructional systematic design english online teaching environment. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 109-123. doi:https://doi.org/10.33394/jo-elt.v8i2.3994 introduction indonesia was one of several nations experimenting with conducting online courses because of the covid 19 pandemics. in mid-march 2020, the education policymakers agreed to obtain a procedure to convert offline courses into online classes (giatman et al., 2020). digital or online sessions have been replacing the face-to-face higher education pedagogy process. the unexpected dilemmas brought to the emergence, ultimately. fredericksen (2017) asserted that the online learning and teaching ecosystem were not permanently accepted as convenient as a conventional class. every member of pedagogy is required to adapt and adjust to the unfamiliar environment. conforming to the study, margaryan et al. (2015) discovered a set of instructional’ criteria focusing on learning materials and assistance to the mailto:rizky.ekaprasetya@budiluhur.ac.id prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 110 first five to create a ten-principle scheme for classifying the instructional design quality of online courses. the cumulative knowledge, participation, diversity, authentic sources, and assessment were the other foundations. larionova et al. (2018) supported that these principles inferred that learning was promoted when language learners contribute to cumulative knowledge; collaborate; make learning opportunities accommodated to their unprecedented requirements. with imprecise teaching, ambiguous structure, and ineffective applications, english online learners’ attention would eliminate from learning and onto technology, initiating further obstacles for instructors as english lecturers. (brown and green (2019) affirmed that instructional design (id), alternatively referred to as systematic instructional design (isd), signified developing instructional experiences that escalate the efficiency, effectiveness, and attractiveness of information and skill development. linh and suppasetseree (2016) added the identical english lecturers and learners benefit from an effective isd procedure. an instructional design foundation functioned as a model for the structure and organisation of an online course ecosystem. rafiq et al. (2019) asserted that it assisted learners in immediately concentrating on an english subject and eliminating distractions while empowering learners to take control of their learning style. additionally, the mechanism supported english lecturers in preparing material and sequencing teaching. many english learning instructional design models have been generated in various educational contexts, taking english learning instructional design online models’ primary purposes in mind (wiphasith et al., 2016). many models were available, ranging in complexity from basic to refined. each of these resources included continuous instructions for creating english online learning guidance. choe and seong (2016) discovered that online instructional immersion was implemented in english language development (eld) for learners living in countries where english was not the primary language. ahmad et al. (2019) concluded that language immersion was suggested by the critical educational process that decorates english language learners with the knowledge to communicate efficiently and effectively in a social environment. naturally, cervantes-soon et al. (2017) exposed that the aim was to devise boundless procedures that facilitate learners to receive required abilities faster and more thoroughly than would contrarily be challenged. nevertheless, english language development (eld) was given by an english second language (esl) instructor who either removes language learners from the regular classroom or enters to provide eld help. while push-in/pull-out instruction could sometimes need close cooperation, paired esl and classroom teachers regularly co-planning and co-instructing. according to baecher and bell (2017), these instances were the exception rather than the rule. in comparison, push-in was frequently lauded as a more “inclusive” model because instruction was ideally provided by two english lecturers collaborating within the mainstream classroom. while push-in was considered more collaborative and comprehensive than pullout, both models were constrained by the same limitations. indeed, when gibson (2016) compared eld delivered as stand-alone teaching (pull out) to integrated education (push-in), they found ells made more considerable improvements in the pull-out approach since the instructor could concentrate solely on the english language proficiency. the critical criteria of the english online course should also include its attractiveness and visibility, which may be achieved by offering instructional components in digital instruments as lists, outlines, and diverse visual objects. the most demanding role for course designers (english lecturers) was determining the communication between each exercise and the learning objectives and the activity and assessment methods deadlines. this step should prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 111 include improving guidelines and instructions for activity production, preparing example assignments, and the system of mentor review schemes. the english online instructional model had been recently investigated, explored, determined, and evaluated by eristi & polat (2017), tsai (2019), chiang and chen (2017), and weiss et al. (2020). the general distinction point of view was still have been limited. the adaptation and change of english instructional in the conventional meeting would perceive challenging for the higher education level, and it is because the english learners’ goals and expectations are implied to the english practical in the workplace. therefore, finding a general outcome was necessary to improve english pedagogy in the online environment. the research study involved 1) how are the priorities of instructional english online courses in higher education?; 2) how can english lecturers comprehend instructional english online courses to their virtual class?. research method the study addressed utilising the convergent parallel design. the data was gathered into two types of qualitative and quantitative methods. the online likert-scale survey accomplished the quantitative descriptive design, and the distribution was supported to google form based on the online platform. moreover, the semi-structured in-depth interviews were deliberately applied to collect data for qualitative case-study design, and it was organised by conference call. research design a convergent parallel design mixed-method design signified that the research functioned both quantitative and qualitative aspects simultaneously at the same period of the research process, fairly weights both techniques, analyses both individually, and describes the findings accordingly. the study was divided into two types of research designs. descriptive research is a quantitative study that gathers measurable data on a population sample to conduct statistical analysis. it is a universally practised educational research instrument that implements the collection and characterisation of demographic phenomena in educational environments. nonetheless, a qualitative content analysis technique was employed to assess the interview data acquired. the transcribed replies of the participants completed the initial step, and it was carefully examined to determine the vital data units depending on the goal of the research. the units were designated through the notions review of relevant literature or the participants’ language. these classifications helped reveal the themes underpinning the participants’ opinions, attitudes, and backgrounds. parallel case studies served as a tool for establishing how a concept or idea may be referred to in educational settings. subject the mixed-method study necessitated implementing quantitative and qualitative design methods. the cluster sample design was employed for 46 respondents in the quantitative viewpoint. meanwhile, the same number of participants were involved in purposive sampling from the qualitative perspective. the english lecturers were the subject of the study, and they were from several higher education and universities in south jakarta. the detailed information is shown in table 1. prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 112 table 1 demographic participants details attribute frequency total in % gender female 37 68% male 17 32% years of lecturer’s experience 1-5 years 5 9% 5 -10 years 17 31% 10-15 years 16 29% 15-20 years 12 22% 20 years 9 16% education levels master’s 41 75% doctoral 13 15% the familiarity of online pedagogy environment high 8 15% moderate 19 35% low 27 50% instruments the study conducted an online survey and interview to collect authentic information from english lecturers’ experience and their english online instructional design that they have completed for one year in organising english online educational circumstances. the principal instruments likert-scale survey of study adapted to the instructional model contributed to the instructional concept of addie (analyse, design, develop, implement, and evaluate) developed by ghani and daud (2018). bloom taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) was accustomed to armstrong (2017). nevertheless, the depth semi-structured interview accommodated flipped classroom (peer instruction, team-based learning, problem-based learning, inquiry-based learning, and case-based learning) developed by zuber (2016). the survey has the support of delivering large quantities of in-depth data rather expeditiously. interviews were adopted to gather data from respondents or participants about views, expectations, and feelings about conditions in their concepts. depth semi-structured interviews provide insight into participants’ mindsets, the significance of events for the respondents or participants involved, material about the location, and perhaps information on unanticipated issues, and it provided immediate follow-up and clarification of participants’ responses. data analysis the study was indicated into two types, concentrated the qualitative and quantitative data interpretation. distribution descriptive statistics have accommodated the study, and it interested the likert scale frequency of value very important, important, not important, and not sure. this aspect accomplished central tendency measures utilised to establish the middle, or typical, data collection. the mean, median, and mode were three methods for measuring the average. however, depth interview was referred thematic data analysis. it applied to conduct the qualitative views by gathering information about english lecturers’ attitudes, beliefs, knowledge, experiences, and values from several qualitative data. this inductive thematic analysis approach involved facilitating the information or data to determine the study’s themes. table 2 was the information detail of mean interpretation of the study. prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 113 table 2 mean interpretation guide scale mean range interpretation 4 3.50-4.00 very important 3 2.50-3.49 important 2 1.50-2.49 not important 1 1.00-1.49 not sure research findings and discussion research findings the participants’ responses likert-scale survey was organised in the research instrument. the character of online instructional learning has been categorised based on finding into six stages: involve learner-centred design, establish design aims to clear objectives, emphasises real-world performance, and concentrate on reliably and validly assessed outcomes, design based on empirical evidence, and collaborative approach. on the other hand, the dept semi-structured interviews were employed to gain a better perspective and genuine understanding of participants. this part covered the findings of the survey and in-depth interviews. the study exposed convergent parallel design mixed method emphasised the presentable quantitative statistical results and then provided qualitative quotes to support the statistical results. all the experiences and perspectives had mentioned in the survey and interview were evaluated as very important, important, and not important by participants’ points of view. it could be inferred that all the outlooks listed in the instruments were fundamental, particularly in implementing an english online learning environment. however, the measures of central tendency are promoted by each item and examined more thoroughly. the parameters gave a more evident recognition of which explanations were considered significant value. 1. involve learner-centered design table 3 the responses finding involve learner-centred design no learner-centred instructional design (a) how important the instructional is in the online course mean sd the importance level 1. english lecturer investigates meaning, so the classroom must offer chances for participation, engagement, and socialising. 4.00 0.00 very important 2. students should be exposed to new knowledge and ideas regularly. 3.89 0.33 very important 3. english lecturers and learners establish friendly environment encounters as a means of self-discovery 3.67 0.50 very important 4. learners should participate in collaborative problem-solving activities that apply to real-world situations. 3.15 0.84 important 5. the teacher must consider how students learn. 2.79 1.24 not important 6. language learners have actively involved and driven in an online classroom environment, 4.00 0.00 very important 7. english lecturers offer technology-based activities that aid in learners’ motivation and the development of critical thinking skills. 3.65 0.47 very important 8. english lecturers employ multimedia software, and students may create sound files, which can help in communication between the educators and learners 3.45 0.69 important 9. english lecturers facilitate courses that incorporate various aspects of the language learners’ life would enhance student engagement and foster productive learning settings. 4.00 0.00 very important 10. the online learning process should give language learners responsibility, which may help them feel more responsible for their online learning. 3.08 0.61 important prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 114 table 3 presented an overall view of the importance of based on the learners’ centred design. the highest mean (4.00) includes a.1 and a.9. this indications proof that interaction became vital in the online learning environment. the important aspect (3.08 3.45) involved a4, a8, and a.10. several english lecturers affirmed that the condition, approach, and feature would affect these interactions among english lecturers and learners or vice versa. based on the participants’ responses, these ten indicators referred to the highest importance for their english online instruction ecosystem, except the approach to knowing and understanding how language learners understand the material (a.5). these learner-centred indications prove that online learning maintains to swift teacher-oriented (centred) to be learners’ perspective. the online course dynamic should be used when students actively engage while the instructor seems to be taking an (apparently) passive role. it all observed to group work, one-on-one tutoring between students and the instructor in the online classroom. language learners ought to take an active role. no educators could tell learners how to create something and expect them to do it after leaving the online classroom. “our teaching approach and style had transformed since online pedagogy began. it did not reflect the indonesian habitually concentrated on english educators’ standpoint. online learning utilised a unique environment in internet-based communication to be different from the conventional class. learners centred must be done to have effective english online pedagogy.” (rep. 09) although the english educators or instructors did not offer the necessary tools, language learners frequently completed their online learning studies. they created experience through practising the student-centred method by assembling, interpreting knowledge, and combining it with customary capacities. communication became critical thinking and problem-solving. in a student-centred approach, learners were involved in determining a learning method. as a result, not only the instructor but also the students must choose the best learning method. learners negotiated with the english lecturers on the essential learning choices. learner-centred instruction involves language learners in the complex and challenging process of learning. however, english lecturers ought to give them a chance to improve their main capabilities in english practical knowledge. the purposes were encouraged and activated their motivation to learn by personal learning style. the interaction must be dominant in this stage, and the primary goal was to give a better perspective on the english lecturers’ view related to the language learners’ achievement. 2. establish design aims to clear objectives table 4 the responses finding establish design aims to clear objectives no establish design aims to clear objectives (b) how important the instructional is in the online course mean mean the importance level 1. the online learning fundamental core process is that components in the teaching-learning process are set goals. 2.56 1.13 important 2. prerequisite is planned and implemented to the degree of knowledge and abilities students must possess before moving on to more advanced topics. 3.67 0.50 very important 3. a diagnostic exam, often known as a pretest, is used to determine the learners’ preparedness. 3.44 1.01 important 4. a diagnostic exam is used to evaluate how well a student understands the course or teaching. 3.11 0.93 important 5. the evaluation determines the language learners’ degree of mastery of the material. 3.73 0.24 very important 6. the learning process is based on deciding whether to go on to the next subject, reteach the language learners, or provide tutorials. 3.62 0.32 very important prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 115 8. english lecturers assisted in the form of scaffolding based on the interaction activity. 3.54 0.61 very important 9. english lecturers use precise teaching delivery methods and styles. 3.52 0.31 very important 10. english lecturers use flexibility grouping in the online class in synchronous and asynchronous meetings. 3.31 0.45 important 11. english lecturers advocate for attracting methods that engage active language learners’ virtual participation. 3.17 0.84 important 12. english lecturers use assistive and proper educational technology. 2.87 1.32 not important 13. english lecturers provide intensive guidance in every online session. 2.62 1.07 important the responses to the perspective instructional design should be clearly shown in table 4. the fundamental importance established to the varied important and very important involved the score mean for 3.15 3.73 and related to most of the statements in the table. the highest mean (3.73) selected b.5, and the lowest mean (2.56) acknowledged b.1. all these parameters referred to the supplementary approach and style for implementing an english online environment. the five-statement (b.2; b.5; b.6; b.8; and b.9) related to the very important six statements (b.1; b.3; b.4; b.10; b.11; and b.13) concerned with the necessary background, and one statement (b.12) reflected the not important. from this point of view, giving the goals and objectives became crucial in the online learning environment. english language proficiency is concerned with the conception, design, administration, and measurement of systems for teaching and learning. the instructional design offered technology that helps in the goal-oriented and forward-thinking design of teaching and learning in various learning settings “we cannot generate the unclear objectives in both mechanism online and offline classroom. learners gained a better intrinsic motivation to know what they learn and how they can achieve it. as english lecturers and instructors, we needed to recognise their personal ability to have a precise improvement in the online environment.” (rep. 01) learning goals assisted instructors in selecting and organising course material and determining the kinds of assessments and learning activities to include in a course. the creation of instructional methods and learning activities might guide learning goals. learning goals should ideally outline a path for the student to gain new skills, information, and attitudes. every choice english lecturers make regarding their lecture, or small group session should be based on what every pedagogy member can accomplish. a few minutes before english lecturers finished the session, materials and practices to ascertain those goals were valuable in creating effective learning environments for english lecturers and professional growth. 3. emphasises real-world performance table 5 responses finding emphasises real-world performance no emphasis on real-world performance (c) how important the instructional is in the online course mean mean the importance level 1. the material offers for native speakers in a particular objectives’ practical skill. 3.46 0.27 important 2. the material provides the various genuine speakers/writers with an actual point to communicate for a real audience. 3.21 0.36 important 3. the material can be accessed to the online environment so that language learners can self-review 3.47 0.48 important prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 116 4. english lecturers and learners have to communicate personally or collectively related to their learning problems. 2.50 0.28 important 5. language learners can select the online material available. 3.64 0.37 very important 6. english lecturers create online course classrooms with assessment testing to become supplementary. 3.57 0.64 very important 7. the online material reflects the language learners’ cultural environment 3.17 0.57 important 8. the online material refers to the goal interaction in an online environment applied with video conference or instant messaging 3.91 0.38 very important 9. the online material aspect includes employment, technology, consumer goods, consumer-related services, and citizenship and civic participation 3.34 0.77 important 10. reading is supported by periodicals, books, articles, product labels, and other such office-related materials. 3.64 0.12 important 11. listening to the casual conversation and recordings, radio, and other media 3.42 0.29 important 12. the material offer observing support complementary english films or networks on video multimedia. 3.57 0.37 very important 13. english lecturers establish an environment where the english language is spoken utilising multimedia in the online ecosystem. 3.71 0.47 very important 14 the material provides slang language. 3.26 0.64 important table 5 showed indications that actual or authentic material is needed in the online environment. the primary goal is to create a close-related context and establish the language’s original setting culturally. eight selected important items and six very important had represented the participants’ experience. the highest mean included the c.1 for 3.46 very important, yet the lowest mean was c.4 for 2.50. statement c.5; c.6; c.8; c.12 and c.13 would determine the learners’ english proficiency, the ideal material to choose, and the course topic the instructor wants to emphasise. the standard deviation was acceptable because the standard deviation value reflected the objective, and score enhancement sd could vary. sd implied the positive value, equal to or higher than 0. the materials should represent situations that learners may face in an english-speaking context since this will help them adjust to life in a world where english is the standard. authentic resources should assist students in overcoming emotions of loss and other unfavourable connections with learning processes. when feasible, simple language should be utilised in education, according to one of the critical principles of communicative language teaching. the condition referred to the c.5, c.8, c.10, and c.14. developments in the online learning language were recognised in the resources, allowing language learners and lecturers to remain current. keep language learners timely on current developments globally to have an integrated educational and technological value. “online learning has given us (english lecturers) a chance to get authentic or real material from the online ecosystem. we could add more listening practices from news, advertising company, etcetera. despite that, english lecturers gave them material enrichment related to their communication future capabilities needs. that is the goals of english for specific purposes” (rep. 20) in the language and culture classroom, online technologies could represent natural resources directly applicable to students. english lecturers may use natural resources to foster communication based on the delivery and response of important knowledge. they facilitate learners to communicate in the language they are learning, principally outside of the classroom, when they are unlikely to comprehend every word said or written. when genuine materials are used, people have a more favourable view of the target culture. because technology is a technique and enables students to engage with materials according to their prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 117 learning style rather than having a learning style imposed by the instructor’s design of the course materials, online sources may accommodate individual learning styles. as a result, technology enables students to have more influence over their classroom atmosphere. 4. concentrates on reliably and validly assessed outcomes table 6 responses finding concentrates on reliably and validly assessed outcomes no concentrates on reliably and validly assessed outcomes (d) how important the instructional is in the online course mean mean the importance level 1. language learners’ interaction behaviours are the quantifiable and qualitative components. 4.00 0.00 very important 2. english lecturers have references to the appropriate methods of the online assessment. 2.75 1.42 important 3. the quantifiable element entails specific student performance criteria/success criteria. 3.67 0.51 very important 5. the online assessment is concise, brief, and understandable to language learners. 3.25 0.39 important 6. the learning process becomes vital information to the assessment techniques. 3.81 0.58 very important 7. performance practical is the online learning outcome 3.64 0.76 very important 8. the online observation was used as a technique of evaluation. 3.51 0.81 very important 9. the online survey can be supplementary proficiency to the subject 3.35 0.89 very important 10. english lecturers and learners can access the evaluation book with the detailed transcription goal and outcome 4.00 0.00 very important 11. the examining demographic language learners can have individual evaluation and participation in the online environment 3.81 0.91 very important 13. focus group establish more context to have evaluation and assessment of the online environment. 3.25 1.29 important 14 gpa is not the primary score 4.00 0.00 very important table 6 discovered the participants’ experience and expectations in their online teaching course. d.1, d.10, and d.14 were the highest mean with a 4.00 score and described as very important. the statement related to the rational and comprehensible structure would support improving learning results and, as a result, student achievement in the online course. language learners create plans for expected learning, outcomes, assignment dates, rubrics, and rules for assignments to improve student learning and excellent results. the range of 3.50 3.85 was related to d.6, d.11, d.3, d.7, and d.8. the statement had parameter the observed student learning result was an excellent predictor of student happiness, and learning outcomes positively impact the academic achievement. the importance level involved the d.5, d.13, and d.2 with a mean range of 2.75 – 3.25. all the indicators related to the language learners’ learning expectations have a beneficial impact on the student experience in online courses throughout the epidemic. as indicated in the figure, all factors had a substantial indirect impact on english online learning achievement performance. “it was essential for the measurement and evaluation to be accessible in an online setting. english instructors were challenged to offer relevant education experiences at a distance, regardless of whether they utilised synchronous or asynchronous online sessions, as the education sector engaged with the effect of covid-19. it was critical to prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 118 monitor students’ well-being and their entire distance learning experience and monitor academic progress. simple inquiries might elicit students’ responses.” (rep. 31) english lecturers or instructors were especially challenged in online learning, where there was no face-to-face (f2f) contact to properly communicate their goals and give relevant feedback to assist students to accomplish the intended learning objectives. “the remote character of web-based methods complicated many observational and participatory evaluations.” because of the lack of face-to-face interaction, informal evaluation may be particularly challenging for online teachers. a greater understanding of the assessment difficulties and successful methods of online instructors might aid in creating a framework for researching and practising online teaching. 5. design based on empirical evidence table 7 responses finding design based on empirical evidence no design based on empirical evidence (e) how often the instructional is in the online course mean mean the importance level 1. english lecturers engage learners to participate in a virtual meeting by asking questions. 3.16 0.23 important 2. students should recognise when they need more knowledge and work to enhance their learning idea. 3.46 0.67 very important 3. students should concentrate on heuristics to complete necessary assignments. 3.51 0.41 very important 4. lecturer of english uses rubrics, handouts, and exercises as the framework. 3.67 0.67 very important 5. an english lecturer applies flexible time. 4.00 0.00 very important 6. english lecturers use reflections of process assessment and self-reflection. 3.45 0.79 important 7. english lecturers generate discussion to the learners related their challenges and acceptance to the topic’s objective. 3.62 0.55 very important 9. english lecturers use formative feedback on mid-term deliverables such as fundamental future concepts. 3.45 0.39 important 10. english lecturers use an online survey to clarify ideas before the next online course. 3.77 0.47 very important table 7 showed the finding revealed that important includes to e.1, e.6, and e.9 with range mean score 3.16 3.45. it showed that the primary feature of conventional instructional models is that they solve institutional issues using a generic problem-solving approach that includes feasibility study and definition and planning, implementing, and delivering a product. the statement e.2, e.3, e.7, e.4, e.10, and e.5 perceived the mean range score for 3.46 -4.00. the standard deviation ranged from 0.00 0.79, indicating how much variability there is in a particular data collection. it represented how far specific data points in a data collection vary from their intended meaning. the finding was a continuation of the preceding tables’ results. participants’ corresponding preceded all the abilities given as “important” or “very important.” they considered nothing not important. additionally, the finding emphasised the meanings derived from each item, and one may determine which abilities are deemed essential. it was deserving of perceiving those techniques were considered identical for both accommodating english online courses. “our faculty has designed the current lesson plan and syllabus for the curriculum. it referred to the various aspect of object and subject. the online learning was prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 119 implemented unexpectedly, but our team has prepared the practical method to accommodate the english online learning environment.” (rep. 29) designing instructional was related to empirical investigations that describe what occurs through direct observation, focus group discussions, and in-depth interviews. these include case reports and small-scale research studies with a small sample size that do not show statistical relationships between variables. these data were needed by the instructional designer to have correlated to the new impact or authenticity language learners need. higher education english learning levels must avoid the unclear goals to every content. it aimed to have efficient and effective english online learning. 6. generate collaborative approach table 8 responses finding generate collaborative approach no generate collaborative approach (f) how often the instructional is in online course mean mean the importance level 1. language learners should participate actively in the learning process. 3.48 0.86 important 2. language learners’ activities are related to reading, talking, and writing in the online instrument environment. 3.81 0.46 very important 3. english lecturers concentrate on learners’ abilities rather than delivering knowledge. 4.00 0.00 very important 4. english lecturers increase the observation of attitudes and values in language learners. 3.53 0.47 very important 5. english lecturers provide engagement material to motivate language learners in the online environment 3.46 0.82 important 6. students should get direct online direct feedback on their achievement. 3.97 0.79 very important 7. students should be placed on relatively high thinking capabilities. 4.00 0.00 very important 9. english lecturers offer a cooperative online environment with access to monitor 3.24 0.42 important 10. english lecturers and learners encourage to interact more 3.64 0.47 very important 11. english lecturers promote critical thinking among learners and aids in the clarity of concepts. 3.19 0.76 important 12. english lecturers promote the acceptance of individual diversity of learners. 4.00 0.00 very important the discovery of the collaborative learning aspect has been shown in table 8. the statement had been an ideal representative of collaborative online learning. primary data selected were mainly to the very important, and it had a range mean score for 3.53 – 4.00 with f.4, f.10, f.2, f.6, f.3, f.7, and f12. meanwhile, the important level involved the 3.19 – 3.48 with e.1, e.11, e.9, and e.5. the mean score finding exposed higher than standard deviation score, which meant the statement variation ideally distribution. the finding might maintain that the scores in the data were tightly scattered around the mean since the standard deviation value was around 0.5. the coefficient of variance may be computed, and a remark was distributed if the mean value is possible. furthermore, the collaborative learning practice allowed group members to know a subject or process they could not accomplish independently. language learners might collaborate in person, inside or outside of the online class, or utilise technology to facilitate group discussions or complete collaborative writing assignments in an online environment. “english lecturers or course designers should have planned to conduct online learning to concentrate on the interaction between english lecturers and learners. they need to maintain the learners’ motivation in the isolated place. online learning prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 120 emphasises independent learning so that the outcome would be different for every learner.” (rep. 37) language learners could employ collaborative learning in an online context, and learning activities might be designed to facilitate the development of a learning community. these practices possibly ranged from discussion boards to small group exercises. while online contact and collaboration benefits had long been acknowledged, the instructional design of course objectives and activities encouraging perpetual learners’ engagement and participation for comprehension building remains unexplored. online learning should facilitate more focused and engaging engagement, and investigation must verify both the mental mechanisms and the outcomes. discussion changing the english online learning course to a learner-centred approach does not mean sacrificing english content or high standards. in this environment, students are more engaged; they are asking, evaluating, considering, qualifying, and creating conclusions. english lecturers’ role as instructors or online learning course creators shifts the attitude to foster a robust learner-centred environment. english course designers should develop the mindset and establish purposes that explain the language learners’ necessities to achieve their objectives following the online course. designing online learning could be varying the language learners’ potential harmony to a solid approach to increase learned accountability. language learners were involved in generating their meaning and learning rather than waiting for information to be presented. english online learning environments must be constructed following the positive knowledge about language pedagogy instructional construct paradigms, and the english instructor required their students to have a minimum level of capability to complete the appointed tasks. zheng et al. (2020) determined that learning goals, also known as performance objectives or instructional objectives, convey what language learners would achieve after a season of teaching and learning. learning goals were related to online courses and frequently indicated in the same pattern. the students will accomplish this after the training is clear. self-assessment or independent assessment, one of three online mechanisms students may engage in, is seen as a critical component of the evaluation process. it is defined as a reasonable period when english learners can evaluate their performance on a particular assignment. they should be able to assess their degree of competence. the goal must be clear in order for pupils to be successful in their learning. language learners might mark the relationship between what they are doing in class and what they need to know. the more efficient english lecturers’ instructional online pedagogy planning, the vaster the expectation they would achieve. hwang (2018) stated that planning online instruction or activities means establishing language learners’ preferences, objectives, and objectives. english lecturers’ lesson plans vary extensively, revealing the english lecturers’ experience, grade achievement, and preparation courses. planning was more than understanding what english teaching intended to accomplish. instructors or english lecturers think about the details, such as who does what, when, for what range of time, and what opportunities will be established for effective english online learning. calamlam et al. (2021) asserted that the primary intention of the online instructional design procedure was to provide that all activities and processes maintain a supportive online educational environment for the language learner. identifying and developing online instructional objectives had consideration takes time and planning. an authentic content or material was a very important element in english online learning and instruction in a real-life scheme and served the community’s social intention. there are three components for selecting authentic texts: content appropriateness, exploitability, and intelligibility. cundell & sheepy (2018)) established that language learners have trouble studying english online due to inadequate instructional resources. language prasetya the characteristics of instructional ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 121 learners must be motivated to gain new proficiency. as a result, instructional materials must engage and stimulate the attention of language learners. they would learn nothing if instructional materials were not engaged and uplifting. english lecturers were mainly concerned with english online class instructional methods because they believed their situation was to educate and that language learners need some teaching. english lecturers selected suitable material, developed instructional methods, determined appropriate instruments, delivered teaching, and assessed student learning. as a result, instructors or english lecturers were required to determine available resources for adapting to evolving circumstances rather than using the traditional classroom method. vanoostveen et al. (2019) affirmed that the resource selection process is centred on the english lecturers’ requirement to find, acquire, modify, or augment current educational materials. another characteristic of online classroom-oriented instructional design approaches is their choice rather than creating online educational resources. conclusion an english online instructional designer creates learning experiences. however, the situation is a bit more complex than that. the origins of instructional design may be traced back to behavioural psychology. it aims to comprehend the behaviours that result in the most effective learning results. instructional designers offer a methodical approach to the creation of learning experiences. instructional designers have compassionate hearts. they put themselves in the shoes of their learners and create educational experiences for them. every learning experience has a particular audience, of which instructional designers are aware. as a result, the better the learning results, the more customised the experience is to that audience. if english lecturers or instructional designers ignored the learners’ requirements, interests, and abilities, the overall online learning outcomes would be lost. instructional design was a consultative process. all the related students could not start designing a successful english online learning experience until they first engaged with key stakeholders to understand their english online requirements. they must traverse connections quickly to be a successful instructional designer and be engaged. language learners offer value whenever feasible. instructional designers were well-known for their methodical approach to english online learning design, so they must also apply the same mentality to their task. it is impossible to overestimate the value of data in any learning intervention. without this information, instructional designers have been unaware. they will not know if the experience they produced was successful or not. once they have access to the data, they must analyse it and derive valuable insights. this condition enabled instructional designers to update their learning experiences successfully. following that, they may gather more datasets and repeat them until they have got it exactly perfect. instructional designers brought a methodological approach to learning design. effective online instruction regularly required corralling information from a variety of different sources. english lecturers or instructors need to handle all this detail in their minds and communicate it effectively. it is important to remember that inaccuracies can have an actual online process and educational impact. english online materials must be visually engaging if they are to be effective. there is no more agile way to fall a language learners’ interest than to present them with a wall of text. as such, instructional design often goes together with graphic design. references ahmad, m. k., adnan, a. h. m., azamri, n. m., idris, k. b., norafand, n. n., & ishak, n. i. 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(2016). the flipped classroom, a review of the literature. industrial and commercial training. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.101-113 doi:10.33394/jo-elt.v10i1.7277 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 101 developing tiktok learning videos as instructional media to engage students’ speaking skills #1 sri ajeng jatry ningsih, *2 yohanes gatot sutapa yuliana, *3 ikhsanudin #1 english student, teacher training and education faculty, tanjungpura university, pontianak, indonesia *2 english lecturer, teacher training and education faculty, tanjungpura university, pontianak, indonesia *3 english lecturer, teacher training and education faculty, tanjungpura university, pontianak, indonesia corresponding author email: sriajeng.jn@gmail.com a b s t r a c t s a r t i c l e i n f o currently, social media usage and education are tightly connected. however, teachers and students are still exposed to new obstacles as the situation changes. in the preliminary study, the researcher discovered that one of the issues was the lack of student engagement while using technology in learning speaking through online learning. thus, the aim of this study is to develop a tiktok as instructional videos for smpn 3 singkawang in order to engage their speaking skills. the design of this study is a research and development design that applies addie work procedures (analysis, design, development or production, implementation or delivery, and evaluation). the participants of the research were an english teacher and 30 junior high school students in smpn 3 singkawang. qualitative data were collected from preobservation during online classes, semi-structured interviews, and observation. on the other hand, quantitative data were collected from questionnaires as needed analysis, expert judgment, and observation sheets in the implementation phase that used the likert scale percentage. the material expert got 55 points from 60/93.75%, categorized as very good, the media expert got 75 from 80/91.66%, categorized as very good. the score from the observation sheet results in the implementation stage is 89,58% which indicated that the media is in a very good category to use as a learning tool to engage speaking skills. thus, tiktok instructional videos have proven that it could engage students’ speaking skills. article history: received: february, 2023 revised: june, 2023 published: june, 20231 8 keywords: tiktok, instructional media, learning video, speaking skills, how to cite: ningsih, s., yuliana, y., & ikhsanudin, i. (2023). developing tiktok learning videos as instructional media to engage students’ speaking skills. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 101-113. doi:https://doi.org/10.33394/jo-elt.v10i1.7277 introduction the development of the educational sector nowadays is closely related to the use of social media technology. the covid-19 pandemic phenomenon has also served as one of the main inspirations for the integration of social media technologies into educational activities. the reality is that challenges still exist for teachers and students as the environment evolves. in smpn 3 singkawang, the researcher found that english teachers faced some difficulties in teaching speaking virtually. based on the interview with the english teacher, mailto:sriajeng.jn@gmail.com ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 102 there were minimum responses from students in learning online. students showed their boredom and had less engagement, especially in learning speaking skills. speaking is an interactive activity and fosters the ability to work together to organize and manage turns to speak. in carrying out these activities, real-time is needed, fluency, as well as memorizing and memorizing lexical pieces (thornbury, 2005). to develop oral skills at several commercial language schools around the world and even hire professionals to teach speaking (nunan, 2003). meanwhile, according to the results of pre-observations, the english teacher also did not have any solution to deal with the minimum participation of the students. this phenomenon is in line with numerous studies namely; jamila, ahdar & natsir (2021) claimed that various problems are faced by teachers and students in the online learning process, namely, the teacher has difficulties in providing material that is easy for students to understand. in addition, student independence during distance learning cannot be fully implemented properly. prawanti & sumarni (2020) also reported that online learning experienced many problems. this problem is experienced by students, parents, and also teachers. these problems include a lack of knowledge about information technology by students and parents, learning becomes boring, and learning assessments that should be done directly can not be done. learning becomes less effective because of these obstacles. there have been numerous earlier research that has developed so that teachers can deal with technologically-related learning restrictions as well as new learning advances. the study of tiktok is the most recent of the many studies on the topic of social media technologies in education at this moment. so, technology-based learning media is important to develop as the solution. instructional media is an important part of conveying information in the teaching and learning process. its role as a supporter in learning activities can support the effectiveness and efficiency of achieving teaching and learning objectives (saputri et al., 2018). according to ramli (2012) there are several types of instructional media. one of them is the audio-visual media. it is a set of media that can simultaneously display images and sounds at the same time, which contain learning messages. in general, there are three types of learning media, namely visual media, audio media, and audiovisual media. video is a medium that contains audio and visual elements, so it is called audiovisual media. with audiovisual media, students can see real actions from what is contained in the media, this is able to stimulate student learning motivation (wisada, sudarma & yuda, 2019). video is an audio-visual medium that displays motion. video media is a collection of electronic images that have sound stored on a videotape that can only be played using a video cassette recorder or video player (masdiana, 2021). there are several important components that must be included in the learning video content, such as; target material, material, and follow-up in the form of tasks that can be carried out by learning media users after listening to the material contained in the learning video (tarisci, 2017). previous research has also shown the importance of the role of learning videos as a crucial medium from the point of view of students and teachers (cuccurullo & cinganotto, 2015). the development of learning videos provides success in learning (fahrurozi, maryono & budiyanto, 2017). meanwhile, previous similar research stated that students gave a very positive response to the use of video as a learning medium. students even provide suggestions for changes to learning videos that are in line with their learning needs (ou, joyner & goel, 2019). based on the explanation above, the objective of this research is to develop tiktok videos as an instructional media to engage students’ speaking performance. the media product is developed specifically for seventh-grade students and english teacher. the implementation of the tiktok instructional media is aimed to help the english teacher to practically create interactive fun learning through social media in order to engage their ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 103 speaking skills. for students, the tiktok instructional media is aimed to motivate and encourage them to show their performance as creatively as they can. it also expands their idea for doing creative activities and creating a fun learning environment. fiallos, fiallos & figueroa (2021) claimed that tiktok is a platform that, in addition to engaging videos, allows a youthful and international audience access to a new style of quick instructive videos made by professional authors. tiktok app is a short video-making social media application that could freely be downloaded on both appstore and google play. the features in tiktok include; various videos in its timeline, comment section, download, share, duets, filters, and editing or creating the video. tiktok app was launched in september 2016 by douyin in china, then introduced by bytedance in 2017 for markets outside china. this platform is categorized as the fastest-growing platform that is available in 155 countries and provides 75 different languages. tiktok app also has 1.6 billion active users in the world (mohsin, 2022). in terms of education, society, and perception, tiktok has a significant impact on young people. people can express themselves through tiktok's platform (guo, 2021). there are several previous studies using tiktok application as instructional media, namely; dilon (2020) in his finding about tiktok app influences on teenagers and young adults' students' research stated the evidence of target users of tiktok app are happy with the app. the previous study conducted by rahmawati & anwar (2022) reported that tiktok application activities to improve students' vocabulary was successful. pratiwi, ufairah & sopiah (2021) also claimed that the tiktok app can be utilized as a teaching tool for english pronunciation. that is because it offers a wide range of advantages and works well to support teachers and students in 20th-century teaching and learning activities. yang (2020) also added that the data in his research shows students gave a positive response to the use of social media tiktok in the efl class because tiktok increased their interest and motivation to learn in learning english in the classroom. syarifuddin & sinta (2022) also confirmed that tiktok learning videos are good instructional material. tiktok's instructional media has a favorable effect on how well students succeed in terms of learning objectives. to conclude, the researcher's aim in this study is to develop tiktok instructional videos to engage students’ speaking skills using the addie model stages. research method this research belongs to the field of research and development (r&d), which is frequently abbreviated as r&d and follows the model of analysis, design, development or production, implementation or delivery, and evaluations (addie). according to branch (2010), addie means to analyze, design, develop, implement, and evaluate where it is appropriately used as a process of developing educational products and other learning resources. this study is undertaken to develop and validate tiktok videos as instructional media for seventh-grade learners. however, due to the time constraint that the researcher has, the evaluation phase is excluded. besides, according to tomlinson (2011) the implementation of the instructional strategy or the developed material for learners is one out of three ways to evaluate the material. the other two forms of evaluation are through colleagues and expert evaluation. this study is undertaken to develop tiktok instructional videos as learning media to engage students’ speaking skills. the researcher developed a product in the form of printed modules and tiktok instructional videos for every chapter to engage students’ speaking performance. research design this study used mixed methods; namely qualitative method and quantitative method. the researcher spread the questionnaire, class observation, and conduct the interview. ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 104 quantitative data collection involves gathering information using numbers to determine the amount. although qualitative data collection is the process of gathering information in the form of a description to assess quality. quantitative methods are used to determine the validity of instructional media and to find the mean score of validators, whereas qualitative methods are used to describe the findings of interviews and surveys. subject the research subject is the seventh-grade learners of smpn 3 singkawang which consist of 30 students. the research participants were chosen using a purposive method of data collection. this entails choosing individuals that have a specific set of characteristics and measuring how much the group of people has affected or had an influence on the problem or issue of interest. instruments in this study, the researcher used three instruments to achieve product development, namely; a classroom observation sheet, an interview sheet, and a questionnaire. classroom observation sheets are the first tool. this instrument is applied during the pre-observation and product implementation stages. during the pre-observation, the researcher collected information that included the problems faced by teachers and students, and the data were used as a needs analysis. meanwhile, during the implementation stage, information about students' engagement with instructional media is gathered using the observation sheet. then interview sheet, the purpose of the interview was to discover more about the teaching and learning activities in online classrooms from one of the english teachers. after that, the researcher spread the questionnaire sheet by using google forms. the questionnaire was directed to seventh-grade learners of smpn 3 singkawang in order to obtain information about their interest in learning speaking skills, their needs for learning media for virtual learning, obstacles they encounter while conducting virtual learning, and their literacy of the tiktok application. the data from students’ questionnaires were gathered for the analysis needed. data analysis data from interviews, observations, questionnaires, and expert judgment scores must be analyzed for this study. classroom pre-observation sheets, and interviews, were explained descriptively in the analysis stage. the data from the pre-observation and interview sheets describe the situation of learning english, especially when learning speaking skills during virtual learning. this data is used to review teacher's perspectives, constraints, and needs for video-based learning media. therefore, the results are presented in the form of a description. the questionnaire is divided into three, namely; given to the students to know about students’ perspectives on learning using social media in a virtual class, the need in learning speaking, and the need for tiktok instructional videos accessed via google forms. the result of the diagram shows the percentage, which then the result will be described descriptively. then, the questionnaire for the researcher to conduct the classroom observation in the implementation stage. the researcher used this to assess the students’ engagement by using tiktok instructional videos. other questionnaires are given to expert judgment, namely; media expert and material expert. these questionnaires will be calculated based on a quantitative formula to find out the percentage score. after that, the data will be qualitatively described after it was transformed into a range of 0% (low percentage) to 100% (high percentage). four scales were used to split the range. the range percentage and the qualitative category are shown in table 1. ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 105 table 1 the range of percentage and qualitative criteria research findings and discussion research findings this research produced a product in the form of a tiktok learning video that contains lessons for speaking activities that have been adapted to the needs of students. while the material chosen to be used in this media are; greeting, leave-taking, and how to say sorry, secondly is self-introduction, thirdly is article and lastly is descriptive text for the seventhgrade level. the product results were obtained through several stages in the addie model, namely analysis, design, development, and implementation. analysis in the analysis stage, the researcher conducted an observation and interview with the english teacher to gather information. figure 1. questionnaire result of the students’ need analysis according to the data, the researcher discovered that english virtual learning using apps; such as google meet was ineffective in engaging student performance. students showed boredom and less response during virtual learning. when the teacher conducted a speaking skills activity, the problems became worse. the lack of student enthusiasm caused the activity can not run more smoothly than it should be. moreover, the teacher did not have any solution or alternative way to decrease the problem. hence, the researcher distributed the questionnaires in the form of a google form to know the students’ perspectives, tiktok literacy, and their need for instructional videos. according to the chart, it can be seen that (80%) of the thirty respondents, namely twenty-four students answered that learning english is important for the future; seventeen students (56.7%) have a strong desire to learn to speak english. eighteen students (60%) stated that learning english online was monotonous; eighteen students (60%) feel less percentage category 76-100% very good 56-75% good 40-55% fair 0-39% poor 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 strongly disagree 0%3,3 3,3 3,3 3,3 3,30%0%0%0% 0 0 0 3,3 0 3,3 0 3,3 3,3 10 10 6,7 6,7 3,3 3,3 disagree 0%3,3 6,7 3,30%0%3,3 3,30%0%3,3 6,7 0 0 0 0 3,3 0 0 0 0 0 0 0 0 agree 20 36, 40 36, 36, 36, 30 33, 23, 33, 20 46, 40 36, 23, 40 33, 36, 23, 40 40 26, 23, 26, 40 strongly agree 80 56, 50 56, 60 60 66, 63, 76, 66, 76, 46, 60 60 76, 56, 63, 60 73, 50 50 66, 70 70 56, 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% strongly disagree disagree agree strongly agree ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 106 motivated if they learn to speak english online using only social media (google meet/zoom); twenty students (66.7%) stated that they would be motivated in learning to speak english if the learning atmosphere was not monotonous and interesting. then, for the instructional media needed aspect, the questionnaire distributed via google form regarding aspects of media needs, nineteen students (63.3%) stated that it would be easier to accept the material if the teacher used varied and fun media; twenty-three students (76.7%) stated that it would be helped and motivated by interesting learning media to speak english; twenty students (66.7%) stated that the use of media other than textbooks and social media (google meet) was needed for learning to speak english; twenty-three students (76.7%) stated that learning using the latest or up-to-date media would attract students’ interest in learning; fourteen students (46.7%) agreed and fourteen others (46.7%) chose strongly agree if learning to speak english uses learning videos; eighteen students (60%) stated that the use of video as a medium for learning to speak english was able to reduce boredom. in the tiktok literacy aspect, the table shows that (73.3%) answered they have a tiktok account; fifteen students (50%) are very active in using tiktok. twenty students (66.7%) know that there are various learning videos in the tiktok application; twenty-one students (70%) strongly agree that learning using tiktok videos attracts their interest in learning. design the researcher carried out two stages, namely; compiling materials and compiling video product models according to student needs as described previously. the following is a discussion of these two stages, namely material design for the content and the video design. 1. stage of material design at this stage, the researcher designed the material for the video content that also included in the teacher handout module that linked to the instructional tiktok videos. there are four chapters of materials namely, greeting and leave-taking material, selfintroduction and hobby material, article material and descriptive text material. meanwhile, this study only focus on instructional videos development. the researcher also conducted an assessment of materials related to the material content that has been presented on tiktok instructional videos. 2. stage of video design the design phase of the learning video model starts with installing a tiktok account, compiling video storyboards, voice-over, taking video images and then continuing with the video editing process. the following is a discussion of the steps of the product model design process carried out by researcher; a) install and create a tiktok account the function of tiktok account is to see students’ learning videos assignment or the speaking activity assignment that they have made, so the teacher does not need to download videos through other applications. students simply upload their speaking activity assignment video on their respective tiktok accounts and tag the teacher's account. b) design the storyboard in this study, researcher designed a storyboard for the development of instructional videos with an estimated maximum video duration of one up to eight minutes. there are eight learning videos that displayed in the teacher’s tiktok account. the videos are divided into two types, which are four learning material videos and four video examples for each chapter in part two. ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 107 figure 2. storyboard for material video figure 3. storyboard for speaking activity assignment c) the narration voice record the researcher recorded the narration separately from the video recording and editing. the script for this narrative voice has been designed and included in the storyboard. the results of the recording are intended for four video materials: explanation of greeting and leave-taking material, self-introduction and hobby, article, and descriptive text. d) taking illustration pictures, music and videos at this stage, pictures and videos were taken separately and in separate locations. pictures were taken using the iphone xr camera and imported directly into the gallery. some other pictures were downloaded from pinterest.com. meanwhile, some videos record were taken separately. some animation characters for the introduction of the video were downloaded on free copyright website than used. then the music is downloaded from free copyrighted music for study website. e) video editing process at the video editing stage, the researcher made her own edits by using the filmora for the additional characters and tiktok application for the final production. activities carried out in this stage were; designing the material presentation appearance of the video, imported and cut the images, videos and added the narrator’s voice over. then, gave the text subtitle, added animation characters on the screen, provided the supporting images from free copyright website, gave additional music and rendering or merging processes. scene 1 (material video) the narrator opens the lesson by greeting the students. the narrator conveys the learning objectives and material in the module, that discussed briefly in the tiktok learning video. scene 1 (the speaking activity video) the student (rolled by model) greets the audience and introducing himself and mention the class. then, he continue to say the purpose of this video (in what material). the subtitle will be provided. ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 108 figure 4. opening and greeting video display chapter 4 the animated character appeared as the teacher to greet students and explain the learning objectives. the narrator asks and provokes questions for students to recall the material that has been discussed in the previous meeting. in figure 5, the scene shows that the student (model) performs speaking performance in describing a special animal from indonesia. then, there is practice dialog greeting and leave-taking in figure 6. the display is equipped with subtitle text to clarify the spoken sentence and show the vocabulary. develop after obtaining the design stage, the researcher completed the development stages. the development stage consisted of material expert validation, media expert validation, and product revision. the researcher revised the media aspect of the learning video which was developed in response to criticism and advice from media experts. the purpose of this design revision is to improve and refine the product developed before being tested in the field. furthermore, the researcher made improvements in accordance with the criticisms and suggestions from media experts. the results of the media product validation can be seen in table 2. figure 5. speaking activity of descriptive text material figure 6. speaking activity of greeting and leave taking material ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 109 table 2 the result of product eligibility a) material expert validation this stage aims to determine the quality of the material presented, which consists of material aspects and learning aspects. in accordance with table 2, it can be seen that the total score obtained is 55 in the "very good" category. b) media expert validation this stage aims to determine the quality of the video media. depending on table 2, it can be seen that the results of media validation in the first and second stages have significant differences in scores. in the first validation stage, the score obtained is 55 which is included in the "good" category or feasible with improvements to be used and tested in the field. furthermore, the researcher made improvements in accordance with the criticisms and suggestions, namely related to audio quality; the accuracy of the appearance of sound effects with images; the accuracy of the appearance of images and video messages on the screen, the quality of color resolution and color composition on the screen, and the addition of more colorful icons to support the video to have a more attractive appearance. in the second media validation stage, the score obtained was 75 which was included in the "very good" category, meaning that media experts considered that the video media developed had very good quality after going through the revision stage, both in terms of visual aspects, sound aspects, and media aspects. the following is a description of some of the improvements made by the researcher: 1) the last revision made by the researcher is in the criticism and suggestion table. after finishing the closed exam, the researcher got some input and decided to change the appearance of the material display. the researcher changed the display position from portrait to landscape to make the text read bigger and clearer. the researcher also divided the video into two types. the first is a special video for delivering material for each chapter, which greeting and leave-taking, self-introduction and hobby, article and descriptive text materials. 2) the speaking practice video is shown separately from the learning material video or in part 2. the video display of examples of speaking practice before the examination is shown in figure 11. from the last criticism and suggestions before the closed exam, the researcher has changed the color of the subtitles to make it easier for students to read and view the vocabulary listed. after carrying out the closed exam, the researcher changed and added examples of speaking practice. this speaking example video consists of several videos that adjust to the chapters in the printed module and use students as models. the display of eight tiktok instructional videos which in line with four chpater in the printed module can be seen in figure 7. no expert judgment score maximum score category 1 material expert 55 60 very good 2 media expert 75 80 very good ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 110 figure 7. tiktok instructional videos display implementation in this study, the last phase was implementation. this phase was trained the learners to try the instructional tiktok videos. this stage also aimed to determine the feasibility of the tiktok instructional videos made by looking at the learning outcomes of students from a questionnaire that has been prepared by the english teacher. in addition to knowing the feasibility of the media that had been designed, students can also find out about the use of tiktok instructional videos. results from the class observation sheet reveal that students actively participated and responded, and the teacher provided encouraging feedback. the observation sheet's score is 89.58. the score is classified as "very good" based on the percentage range and qualitative standards. utilizing the observation sheet notes from the main activity on april 6 th , 2022, the researcher concluded that the tiktok learning video captured the students' attention. when students accessed and watched the videos, they did that with excitement. regarding the video's layout, some students gave their opinions. discussion this research attempts to develop tiktok-based instructional videos for virtual speaking skill learning at the junior high school level. this development research adapts the addie model as a product development stage. in the preliminary study, researchers found that english teacher experienced difficulties teaching speaking virtually. this became the basis for researchers carrying out the first stage, namely analyzing the needs of students and teacher for tiktok-based instructional videos for learning speaking skills virtually. in analysis stage, there are several reasons that outline the researchers so that they proceed to the next stage; among them are students feeling bored during online english learning, students are minimally involved in virtual english learning and there is no innovation from the teacher to overcome these problems. tiktok instructional media was developed referring to the junior high school learning curriculum with content adapted for learning speaking, including; greeting and leave -taking, self-introduction and hobby, article, and descriptive text material. each chapter consists of two instructional videos, namely videos explaining the material briefly and examples of speaking assignments for each different chapter which are also part of the speaking material. researchers also provide teacher assistant modules to carry out learning using tiktok instructional videos. however, in this study, the researchers only focused on describing the development of tiktok instructional media. ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 111 the tiktok learning media validators have validated the products developed by researchers. the validation experts include media experts and material experts. the media expert who assessed the feasibility and quality of the media design and validated the product was rini susilowati, s.sos, m.pd. then, the material expert that assessed the content of the material in the tiktok learning video named herlini, m.pd. the implementation of tiktok learning videos shows an interest in and enthusiasm for learning to use this product. students even commented on the learning videos. students showed their engagement when following instructional video lessons and carrying out speaking assignments with tiktok. the score from the virtual classroom observation sheet is 89, 58, which is categorized as very good. the implementation of tiktok instructional video allows students to be engaged in virtual or online learning. besides being active, students also show their creativity. the finding from this study is in line with a theory stated by (zaitun, hadi & indriani, 2021; pratiwi, ufairah & sopiah, 2021; rahmawati & anwar, 2022) that tiktok media is effective in enhancing speaking skills of efl students, improve vocabulary and pronunciation. syarifuddin & sinta 2022 also reported that the development of tiktok learning videos has proven to be an effective instructional media. tiktok instructional media has a positive impact on the performance of student learning outcomes. tiktok's instructional media is able to make difficult and boring topics of learning material easy to understand, eyecatching, and entertaining. the use of this social media platform is proven to attract more students' attention, especially in online learning situations. conclusion the researcher conducted this study in order to develop tiktok-based media as a solution that challenged the english teacher at smpn 3 singkawang when teaching speaking virtually. after executing the addie process sequence, it can be seen in the analysis phase that students have minimal and passive engagement in the learning process, especially in learning speaking skills. students had minimal responses and involvement when doing virtual learning. it is known that teachers and students need technology-based learning innovations that are able to overcome boredom and minimal learning responses when implementing online learning. the aforementioned is the reason underlying the development of tiktok instructional media to engage students in learning speaking if learning is carried out online. after the learning media is created, it is validated by media and material experts. based on the validation process, the learning media has been declared feasible and can be used in the learning process. the implementation stage of this research further clarifies the validity of tiktok instructional media. in the implementation results the researcher got a score of 89.58%, which stated that the product developed had a good impact on engaging students in virtual english speaking activities. in the class observation data using a questionnaire, the researcher found that students responded to learning more actively than before. students show their enthusiasm and response to the product. the data also shows that students show more involvement in asking questions to the teacher. in the final product implementation activity, most students carried out the task according to the instructions. this is a form of real engagement by students in virtual speaking activities. this is what underlies the formation of the statement that tiktok instructional media is proven to encourage student involvement in learning speaking skill activities that are carried out online. however, even though this research is categorized as successful and instructional tiktok videos can enhance students' engagement in learning speaking skills, this conclusion is only a one-time implementation. there still needs to be further discussion at the implementation stage of tiktok instructional media development about whether this can work effectively in the long term or if it can help increase student scores. in addition, ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 112 research on the development of tiktok media for learning is still very limited. in addition, the last stage of the addie model phase in this study was not implemented. therefore, this research is still not perfect. acknowledgement the researcher would like to express the deepest gratitude to smpn 3 singkawang and ms. trismayati s.pd, m.pd, ms. susilawati, s.pd, and especially for class viii c students, not forgetting mrs. rini susilowati, s.sos, m.pd. and herlini's mother, m.pd. as well as research supervisor dr. y. gatot sutapa yuliana, m.pd. references branch, r. m. 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(2021). tiktok and education: discovering knowledge through learning videos. eight international on e democracy & egovernment (icedeg), pp. 172-176. http://dx.doi:10.1109/icedeg52154.2021.9530988 guo, j. (2021). research on the influence of tiktok on teenagers. proceedings of the 2021 international conference on social development and media communication (sdmc 2021), 1390-1393. https://doi.org/10.2991/assehr.k.220105.254 jamila, a., & nasir, e. (2021). problematika guru dan siswa dalam proses pembelajaran daring pada masa pandemi covid-19 di uptd smp negeri 1 parepare. al ma' arief: jurnal pendidikan sosial dan budaya. 3(2), 101-110. masdiana. (2021). media dengar dan pandang. in media pembelajaran (ed.), fatma sukmawati. tahta media group. mohsin, m. (2022). 10 tiktok statistics you need to know in 2021. retrieved april 5, 2021, from https://www.oberlo.com/blog/social-media-marketing-statistics nunan, d. (2003). practical english languge teaching (1st ed). 1221 avenue of the americas: new york ou, c., joyner, d. a., & goel, a. k. (2019). designing and developing video lessons for online learning: a seven-principle model. online learning journal, 23(2), 82–104. https://doi.org/10.24059/olj.v23i2.1449 pratiwi, a. e., ufairah, n. n., & sopiah, r. s. (2021). utilizing tiktok application as media for learning english pronunciation. proceedings international conference on education of suryakencana 2021, july 2018, 1–7. rahmawati, y., & anwar, k. (2022). the use of tiktok application: the impact on students’ vocabulary and attitude. professional journal of english education, 5(3), 610-621. ramli, m. (2012). media teknologi pembelajaran. copyperdana media dan teknologi pembelajaran. banjarmasin: iain antasari press. https://doi.org/10.20368/1971-8829/1024 https://doi.org/10.20368/1971-8829/1024 https://doi.org/10.20961/ijie.v1i2.12446 http://dx.doi:10.1109/icedeg52154.2021.9530988 https://doi.org/10.2991/assehr.k.220105.254 https://www.oberlo.com/blog/social-media-marketing-statistics https://doi.org/10.24059/olj.v23i2.1449 ningsih developing tiktok learning videos ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 113 saputri, d. y., rukayah, & indriayu, m. (2018). integrating game-based interactive media as instructional media : students’ response. journal of education and learning (edulearn). 12(4), 638–643. https://doi.org/10.11591/edulearn.v12i4.8290 syarifuddin & sinta. (2022). the development of online learning media based on tiktok for teaching local wisdom course during the covid-19 pandemic. international journal of interactive mobile technologies, 16(22), 127–141. https://doi.org/10.3991/ijim.v16i22.36149 tarisci, m. (2017) pembuatan media video pembelajaran dan implementasi terhadap hasil belajar pada materi kultur jaringan di sma muhammadiyah 09 kualuh-hulu t.p 2016/2017. in: prosiding seminar nasional iii biologi dan pembelajarannya, 8 september 2017, universitas negeri medan. thornbury, s. (2005). how to teach speaking. england: pearson education limited longman. tomlinson, b. (ed.). (2011). materials development in language teaching (2nd ed.). cambridge: cambridge university press prawanti, l. t., & sumarni, w. (2020). kendala pembelajaran daring selama pandemi covid-19. prosiding seminar nasional pascasarjana unnes. 286-291. issn: 2686 6404. wisada, p. d., sudarma, i. k., & yuda, s, a. (2019). pengembangan media video pembelajaran berorientasi pendidikan karakter. journal of education technology, 3(3), 140. https://doi.org/10.23887/jet.v3i3.21735 yang, h. (2020). secondary-school students’ perspectives of utilizing tik tok for english learning in and beyond the efl classroom. 3rd international conference on education technology and social science (etss 2020). 162-183. zaitun, h. m. s., & indriani, e. d. (2021). tiktok as a media to enhancing the speaking skills of efl student’s. jurnal studi guru dan pembelajaran, 4(1), 89–94. https://doi.org/10.11591/edulearn.v12i4.8290 https://doi.org/10.3991/ijim.v16i22.36149 https://doi.org/10.23887/jet.v3i3.21735 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2021, vol.8 no.2 online: 2548-5865 print: 2355-0309 pp.139-151 doi:10.33394/jo-elt.v8i2.4393 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 139 square talks®: a mobile app to support efl learners’ vocabulary development #1 ima normalia kusmayanti, *2 retno hendryanti #1 english lecturer, school of industrial engineering, universitas telkom, indonesia *2 english lecturer, school of electrical engineering, universitas telkom, indonesia corresponding author email: kusmayanti@telkomuniversity.ac.id a b s t r a c t s a r t i c l e i n f o in recent years, mobile-based game language learning has proliferated due to its promising prospects and positive impacts in improving teaching and learning outcomes in english vocabulary development. with this phenomenon, square talks® was developed specifically to aid efl beginner learners with their english vocabulary. this study aims to examine the effectiveness of the game app in developing the learners’ english vocabulary development. this study employed a quantitative approach focusing on 34 efl beginner learners. the focus has been on how effective the game app was statistically and overall experience of using the game app. data were collected through vocabulary tests and a survey. the test results showed that square talks® has improved the subjects’ english vocabulary development with the t-value of the test results is -19.93 indicating a significant effect in increasing the subjects’ english vocabulary development. the survey result revealed positive acceptance toward playing square talks® in terms of effectiveness (4.49), usability (4.34), and satisfaction (4.52). therefore, square talks® can be considered to be an alternative learning tool to facilitate efl beginner learners’ vocabulary development. article history: received: november, 2021 revised: november, 2021 published: december, 2021 2018nline 09 sep 2018 keywords: mobile-based game, efl learners, english vocabulary development how to cite: kusmayanti, i., & hendryanti, r. (2021). square talks®: a mobile app to support efl learners’ vocabulary development. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 8(2), 139-151. doi:https://doi.org/10.33394/joelt.v8i2.4393 introduction the ongoing covid-19 outbreak has had a profound impact on various aspects of life, including the learning process in schools. this current situation has shifted teachers and students from doing activities in face-to-face language classes to studying and working online. in the case of efl classes, teachers have started utilizing various digital learning spaces such as the school’s learning management system and many free web-based applications. any online applications capable of retaining efl students’ engagement to the learning process is needed. in response to the call on online learning strategies, this study is aimed at providing alternative vocabulary learning through a mobile game-based application. research showed that learning vocabulary in a foreign language using mobile applications has positive impacts on learners’ learning performance (kohnke, zhang, & zou, 2019; li, 2021; rezaei, neo, & pesaranghader, 2013) and has successfully generated positive perceptions as well as increased learning motivation (fageeh, 2013; gamlo, 2019; goz ozcan, 2017; klimova & polakova, 2020). mailto:kusmayanti@telkomuniversity.ac.id kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 140 in the context of learning efl in indonesia, it is evident that vocabulary is considered necessary for language proficiency. nevertheless, acquiring english vocabulary development at a reasonable level for many indonesian efl beginner learners is difficult due to complex differences between indonesian and english words including pronunciation, spelling, word form, word meaning, and word use (rohmatillah, 2017; salam & nurnisa, 2021). carcamo at.al. (2016) highlighted that the prevailing problems in efl vocabulary were mainly caused by inadequate and outdated practices such as memorizing lists of decontextualized words and the excessive use of translation when teaching vocabulary. further, previous research reported that foreign language learners, especially at beginner level, struggle with learning, memorizing, and using english vocabulary (cahyono & widiati, 2008; nation, 2008; schmitt, 2008). thus, it is fundamental to provide an effective learning tool to facilitate efl beginners’ vocabulary acquisition. vocabulary is the core of language proficiency and provides the basis for improving listening, reading, speaking, and writing skills (richards & schmidt, 2002). cameron (2001) posits that when someone learns efl vocabulary, word learning includes the root words that may have different parts of speech with the vocabulary being learned. for example, the noun “development” has the root word of “develop” which has a part of speech and a different meaning. harmer (2002) explains that efl learners typically face three challenges: (1) making connections between words correctly, (2) understanding the form and meaning of words, and (3) distinguishing the meaning of words that are closely related to a word. literature on vocabulary development shows that there are two major approaches to effective foreign language vocabulary acquisition: (1) long-term retention, and (2) effective retrieval. the first approach includes spaced repetition (nation, 2008; schmitt, 2008) and multimodal presentation (chun & plass, 1996; mayer & moreno, 2003). spaced repetition is a series of presentations and exercises of word knowledge to maximize learners’ exposures to words (schmitt, 2008). woźniak and gorzelańczyk (1994) asserted that the repetition intervals of knowledge presentation should be within the time learners still retain the knowledge. favorable outcomes on the implementation of spaced repetition in efl vocabulary learning were proven by chukharev-hudilainen & klepikova (2016) who investigated how spaced repetition can lead to a nearly threefold improvement of vocabulary learning obtained by efl learners. moreover, lotfolahi & salehi (2017) revealed that spaced repetition practices were better in long-term retention than massed repetition practices. naderi (2017) highlighted that spaced repetition worked the best when recalling single words, but not collocations (a series of words that co-occur to make up a meaning). nation (2008) emphasized that the number of repetitions should range from five to seven in accordance with the levels and preferences of individual learners. this is because the purposes of the repeated presentations and exercises are to intensify learners’ understanding and extend their knowledge retention. the second approach is multimodal presentation. in this case, word knowledge is presented in multiple media. this approach is closely related to the cognitive theory of multimedia learning in which word knowledge develops through visual and auditory channels (mayer & moreno, 2003). furthermore, chun & plass (1996) noted that when learners see word knowledge in two channels, they receive stimulations and use both channels to establish connections between what they receive and their storage in memory. toroghi & anaraki (2015) examined that compared to the single-mode instruction, the multimodal instruction was more beneficial to efl learners’ vocabulary learning. moreover, carcamo, et.al. (2016) demonstrated that the use of multimodality in the classroom context significantly benefits the efl learners’ in their process of learning new vocabulary. there was an improvement in students’ vocabulary acquisition after the multimodal sessions. hence, the concept of kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 141 multimodal principle facilitates learners to have longer memory retention and accelerate their knowledge retrieval. in our study, target words are situated in four different exercises emphasizing on pronunciation, spelling, word meaning, and word use. the target words are also presented in multimodal stimulations with the combination of audio-text and audio-picture. in other words, the vocabulary learning experiences were designed based on the notion of spaced repetition and multimodal presentation approaches, all of which are aimed at facilitating constructive learning to enhance learners’ word acquisition for longer retention and effective retrieval (zarei & khazaie, 2011). the target words are introduced to efl learners in the form of a mobile game-based application. today, a wide range of language learning games are available on mobile applications. digital games for educational purposes have enabled multitude of engagements in language learning (goz & ozcan, 2017), especially in vocabulary acquisition (liu, 2016). digital games have facilitated efl learners to retain newly acquired vocabulary through ubiquitous learning (yen, chen & huang, 2019). yip & kwan (2006) reported that efl learners who are digital natives considered it boring to learn vocabulary from a word list. the negative perception toward learning vocabulary from a word list might affect the success of the learners in gaining vocabulary knowledge. there is a call for turning the traditional drill and practice efl vocabulary learning process into an enjoyable experience with the help of digital games to provide a learning space that digital natives are familiar with. the practicality and popularity of mobile devices have contributed positively to the teaching and learning process (pavlik, 2005). stockwell & hubbard (2013) highlighted that the existence of a smartphone with hardware and software is able to present a learning experience like a computer. in recent years, mobile learning has been considered a promising approach for successful vocabulary knowledge acquisition and retention (basal, at.al., 2016; deris & shukor, 2019; fageeh, 2013; kohnke, zang, & zou, 2019; ludwig, 2018; rezaei, neo, & pesaranghader, 2013; wu, 2018; yen, chen & huang, 2019) based on its potential to engage learners to learn, practice, and enhance their language proficiency. zou & li (2015) highlighted that user-friendly mobile game apps made students feel enthusiastic and show eagerness in learning. pareja-lora et.al. (2013) argued that with varied features and potentials of mobile apps, there is a possibility that they only deliver fragmented learning practices. moreover, by providing flexibility, practicality, and personalization, mobile-based learning actually brings more challenges than traditional teaching and learning (kukulska-hulme & traxler, 2005). however, these challenges are worth the results of successful learning experiences. indeed, digital games such as mobile game applications have the highest potential for bringing interesting, motivating, and stimulating learning opportunities both inside and outside the classroom due to their flexibility, practicality, and personalization (akhriana, 2019; chen, liu, & huang, 2019; gamlo, 2019; kohnke, zhang, & zou, 2019; li, et.al., 2019; li, 2021; yip & kwan, 2006). in response to successful mobile-learning experiences, researchers (gamlo, 2019; li, 2021; wu, 2018; yen, chen & huang, 2019) have incorporated vocabulary learning contents not only into a digital platform, but also in the playful activity that includes game rules, social interactions, challenges, and instant feedback that brings us to the term mobile-based game learning (mbgl). the term mbgl expresses the concept of educational entertainment or entertainment-education wrapped in educational games or serious games allowing learners to learn subject matter with entertainment. researchers who examined the implementation of mbgl in efl vocabulary learning discovered that learners manifested positive attitudes (gamlo, 2019; li, 2021; wu, 2018; yen, chen & huang, 2019), eagerness in learning (li, 2021; wu, 2018; yen, chen & huang, 2019), high self-confidence in learning (li, 2021), and significant improvement in their kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 142 vocabulary acquisition (li, 2021; yen, chen & huang, 2019). li, et.al. (2019) conducted an empirical study on flow theory and concluded that game-based vocabulary learning facilitated efl learners to show affective perceptions with high intrinsic motivation, the balance of skill and challenge, playability, enjoyment, satisfaction, and positive attitude toward learning. while the findings of these studies contribute positively to the pedagogical benefits of game-based vocabulary learning, there are limitations for further consideration. further studies should focus on the improvement of learners’ vocabulary accuracy, specifically addressing efl beginners. with this background, square talks® was developed to aid efl beginners with their english vocabulary development. square talks® is designed for indonesian efl learners learning english vocabulary in rich linguistic and thematic contexts. the theme of the game is “nusantara” presenting prolific information on indonesian cultures from sabang until merauke. the game flow is designed based on the integration of content and language integrated learning (clil), second language (l2) learning, and gaming principles. this study reported a preliminary study to examine the effects of the game app to enhance learners’ english vocabulary knowledge under two guiding questions: (1) how effective has the use of the game app been to enhance learners’ english vocabulary development?; and (2) how do the learners perceive the experience of learning english vocabulary using the game app? research method research design this study aimed to examine the effectiveness of square talks® in increasing efl beginner learners’ vocabulary size. in addition, this study surveyed the learners’ perceptions and feedback on the overall experience learning english vocabulary using the game app. one design pre-test and post-test was implemented to evaluate the effectiveness of square talks® in improving students’ english vocabulary learning performance. the null hypothesis (ho) was there is no significant difference between the means of the vocabulary tests before and after the experimental treatment. the alternative hypothesis (h1) was there was a significant difference between the means of the vocabulary tests before and after the experimental treatment. due to the study from home (sfh) policy and restriction of public meetings in the ongoing covid-19 pandemic, communications and coordination between students and researchers were done using online modes. all students were invited in a whatsapp group and monitored weekly. before students were exposed to the experimental treatment, they took a vocabulary pre-test. then, they were assigned to learn the target vocabulary from the game app for at least four hours per week. they could decide their own time arrangement to use the game app for vocabulary learning. to evaluate the effectiveness of the game app in facilitating vocabulary learning, a vocabulary post-test was immediately conducted at the end of the four-week experimental period. moreover, a questionnaire was distributed to the students to elicit their acceptance toward the use of square talks® as a vocabulary learning tool. population and sample in this study, the target research population was indonesian beginner efl learners in 7th grade of a public junior high school in bandung, west java. 34 students were selected randomly as the research samples meeting the general requirement of the large enough sample condition in which the number of the sample (n)≥30 for quantitative research (arikunto, 2019). they agreed to fully participate in the study from february-april 2021. all students involved in this study had access to android smartphones that meet the requirement of hardware and software and internet connections and were familiar with android mobile kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 143 game applications. it was very important for the samples to have an android mobile phone with 720 x 1280 pixels, 1gb ram, 300mb storage, dual core 2.0 ghz processor, excellent audio quality, and google play games service installed on their phones. the minimum requirement of hardware and software and internet connection is necessary to reduce any technical glitches that may occur during the experimental treatment period. instruments there were two instruments employed in the data collection of this study namely: (1) vocabulary tests; and (2) a questionnaire survey. vocabulary tests were developed to evaluate the effectiveness of square talks® in improving students’ english vocabulary learning performance. the multiple-choice questions in the vocabulary tests adopted the structure and form of vocabulary size test developed by nation & beglar (2007) to measure the students’ ability to identify the correct indonesian words equivalent to the english word. the test was administered twice, once before the students played the game app and the other one after the students played the game app. to ensure the content validity of the vocabulary tests, three language experts evaluated the content and linguistic aspects of the tests, including the instruction, questions, and options for answers to ensure the test readability and level of difficulty. all aspects are confirmed to be grammatically correct, not ambiguous, and unbiased. all questions had also been confirmed to represent various cultures in indonesia, avoiding any exclusivity of certain cultures. further, the pearson’s moment correlation with validity coefficient of ≥ 0.30 and the significance level α = 0.05 was employed to assess the construct validity of the vocabulary test. based on the results, the lowest validity coefficient of the test item was .340 and the highest was .813 indicating that the overall vocabulary tests demonstrated construct validity. moreover, the result of the reliability confirmed by cronbach alpha was .957 which was satisfactory with cronbach alpha exceeding 0.7. the second research instrument was a questionnaire which was distributed to collect the students’ perspectives and feedback toward using square talks® for their english vocabulary learning. the questionnaire consisted of three sections. the first section was intended to gather information related to the students' duration of playing square talks®. the second section consists of questions on user experience adapted from schrepp, hinderks, & thomaschewski’s questionnaire (2014) focusing on three dimensions: effectiveness, usability, and satisfaction. each dimension consists of five questions with a five-point likert scale. the last section of the questionnaire includes two open-ended questions intended to collect data on problems encountered when playing the game app. the questions in the questionnaire were presented in indonesian to avoid misunderstanding on the students' side. the questionnaire was distributed to the students on the last day of the experimental treatment. this study employed cronbach’s alpha with coefficient >0.7 to confirm the reliability of the questionnaire in the indonesian language in which the result of the cronbach’s alpha was .981 indicating that the overall questionnaire has satisfactory reliability. data analysis the first stage of the analysis was to measure the difference between pre-test and posttest using the paired sample t-test to answer the first research question. prior upon using the paired sample t-test, four conditions must be met: (1) the dependent variable must be continuous; (2) the observations are independent of one another; (3) the dependent variable is normally distributed; and (4) the dependent variable is homogeneous. to meet the third and fourth criteria, the shapiro wilk test and the levene test were employed to determine the normality and homogeneity of the data. the shapiro wilk test was employed to determine the kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 144 distribution of the data with the level of significance (α) of 0.05 in which the significance value (p-value) > 0.05 means that the data are normally distributed. moreover, the levene test was employed to determine the homogeneity of variance with the α=0.05 in which the pvalue is greater than 0.05 which means that the data are homogenous. referring to the t-table after the four conditions were fulfilled, if the result of t-test is higher than t-table at the level of significance (α) of 0.05 as the convention to reject the null hypothesis (arikunto, 2019), the null hypothesis can be rejected. on the contrary, if the result of t-test is lower than t-table, the null hypothesis cannot be rejected. the inferential statistical analysis was conducted using spss version 25. the second stage of the analysis was focused on the questionnaire data. data from the first and second sections of the questionnaire were filtered, cross-tabulated, and summarized. results from open-ended questions of the third section were coded and categorized. the analysis of the questionnaire data was conducted using descriptive method. research findings and discussion research findings 1. vocabulary learning performance thirty four students were selected to take part in the experiment. before using the intervention media, all students took a vocabulary pre-test. then, they were assigned to learn the target vocabulary from the game app. prior to the intervention period, all students confirmed that they successfully installed square talks® in their mobile phones. it was important to note their successful installation ensuring that they experienced the intervention media in four weeks. during the intervention period, they decided their own time arrangement to use the game app for vocabulary learning. they were assigned to use square talks® for at least four hours per week. they were monitored through the backend database of the game app. at the end of the fourth week, all subjects took a vocabulary post-test. table 1 shows the results of the pre-test and post-test. table 1 the students’ pre-test and post-test scores kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 145 after obtaining the subjects’ test scores, the range, the minimum, the maximum, the sum, the mean, the standard deviation, and the variance were calculated. table 2 shows the result of descriptive statistics. table 2 the result of descriptive statistics table 2 shows that the mean of post-test scores (55.03) is higher than the mean of pretest scores (36.03). it indicates that on average, the use of square talks® has improved the students’ vocabulary test scores by 52.73%. to analyze whether the difference between the post-test and pre-test scores is statistically significant, the paired samples t-test was done. prior to conducting the paired samples t-test, the assumption of normally distributed test scores and the homogeneity of variance were examined to determine the use of parametric or nonparametric statistical tests. the shapiro wilk test was employed to determine the distribution of the data with the level of significance (α) of 0.05 in which the significance value (p-value) >0.05 means that the data are normally distributed. based on the result of the normality test, the p-value of the pre-test was .980 and the p-value of the post-test was .157 indicating that the data were normally distributed. in addition, the levene test was employed to determine the homogeneity of variance with the α=0.05 in which the p-value is greater than 0.05 which means that the data are homogenous. based on the result of the homogeneity test, the p-value of the mean was .626 and the p-value of the median was .628 indicating that the data were homogeneous. thus, the paired samples t-test was performed to test the hypothesis and table 3 depicts the result. table 3 the result of the paired samples t-test it can be seen in table 3 that tobtained (t-test) is -19.927. the result of tobtained and ttable (ttable) is compared by considering the degrees of freedom (df) to test whether the ho (null hypothesis) can be rejected. if the result of t-test is higher than t-table at the level of significance (α) of 0.05 as the convention to reject the null hypothesis (arikunto, 2019), the null hypothesis can be rejected. on the contrary, if the result of t-test is lower than t-table, the null hypothesis cannot be rejected. referring to table 3, the df is 30 in which the t-table with α=0.05 is ± 2.042. comparing the value of t, the value of t-test is higher than the value of ttable (-2.042 < -19.927). thus, there was enough evidence indicating that h1 is accepted and ho is rejected. 2. subjects’ perceptions and feedback towards using square talks® as a vocabulary learning tool the questionnaire consisted of three sections. the first section was intended to gather information related to the students’ duration of playing square talks®. the second section consists of questions on user experience focusing on three categories: effectiveness, usability, and satisfaction which revealed the overall acceptance towards using square talks® as a kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 146 vocabulary learning tool. the last section of the questionnaire collected data on problems encountered when playing the game app and suggestions for improvement. based on the first section of the questionnaire and the backend database of the game app, it was discovered that the average playing time of the students playing square talks® per week was more than five times (5.03). there was a variety of duration depending on the playing modes that the students have chosen, between 20 minutes to 1.5 hours per game. all students experienced the three playing modes of the game app: single-player, multiplayer, and versus computer. according to the second section of the questionnaire, the overall user experience in playing square talks® was measured in terms of three dimensions, i.e., effectiveness, usability, and satisfaction by using likert scale. each dimension consists of five statements. table 4 displays the results of the subjects’ perceptions towards square talks® based on the fifteen statements in the questionnaire. table 4 the students’ perceptions towards square talks® table 4 shows that the students identified that square talks® has enhanced their english vocabulary learning positively, taking into an account that the highest mean for the statement in the effectiveness dimension is “square talks® helps me to improve english vocabulary knowledge (4.82). the highest mean for the statement in the usability dimension is “i like square talks® in general”. meanwhile, the highest mean in the satisfaction dimension is “i like square talks®'s interface” (4.82). the results of the subjects’ overall perceptions towards square talks® is summarized in table 5. table 5 the students’ overall perceptions towards square talks® based on three dimensions kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 147 table 5 shows that generally, the students showed positive perceptions on the overall three dimensions: the effectiveness of the game app (4.49), the usability of the game app (4.34), and their satisfaction toward the game app (4.52). in the last section of the questionnaire, several problems encountered by the students and their suggestions to improve square talks® were highlighted to provide recommendations for future development of the game app. table 6 presents problems experienced by the students. table 6 problems encountered by the students as it is shown by table 6, 55.88% of the subjects did not experience any technical problems. related to understanding questions, 44.12% reported that they experienced difficulties in understanding the questions and thus they needed a repeat question feature (20.59%), needed more time to answer the questions (8.82%), and needed the voice actors to slow down when reading the questions aloud (14.71%). discussion based on the statistical analysis, there is a significant difference between the means of the vocabulary pre-test and post-test. the analytical result confirms that the subjects’ vocabulary learning performance after the experimental treatment was significantly improving that of their performance before the experimental treatment. this present study examines the effectiveness of square talks® in increasing efl beginner learners’ vocabulary size. positively, the result of the statistical analysis shows that the post-test scores were significantly different than the pre-test scores. this finding indicates that the use of mobile game applications like square talks® can improve learners’ english vocabulary development. the implementation of a mobile game app in this study is evidently effective to make learners experience a more meaningful process of english vocabulary development and successfully increase learners’ learning performance. this finding is in line with the studies conducted by fageeh (2013), kohnke, zhang & zou (2019), and yen, chen, & huang (2019) revealing that the use of a mobile game app has influenced the increase of learner’s vocabulary test scores. based on the first section of the questionnaire, it was discovered that the average playing time of the subjects playing square talks® per week was more than five times (5.03) between 20 minutes to 1.5 hours per game. this follows the result of a study conducted by yen, chen & huang (2019). the subjects in their study played a mobile game app for english vocabulary learning on an average of five hours per week and the analytical results confirmed superior after treatment test scores with the improvement of their performance by 51.95%. this distinctly suggests that the duration of the subjects using the game app for english vocabulary learning plays a factor in a more successful learning experience. the second section of the questionnaire revealed that generally, the students showed positive perceptions on the overall three dimensions. these positive results follow the previous studies (gamblo, 2019; li, 2021; wu, 2018; yen, chen & huang, 2019). they concluded that after the implementation of efl vocabulary mobile-based game learning, kusmayanti square talks®: a mobile app ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2021. vol.8 no.2 | page 148 learners manifested positive attitudes toward the use of the game app in enhancing their vocabulary learning development. similarly, the subjects in this study showed a positive attitude toward english vocabulary learning using square talks®. in the third section of the questionnaire, the majority of the students did not experience any technical issues. however, the remaining 44.12% might experience technical glitches but did not report them, probably because they were minor problems that did not interfere with the playing process. furthermore, some students experienced difficulties in understanding the questions and thus they needed a repeat question feature, needed more time to answer the questions, and needed the voice actors to slow down when reading the questions aloud. a possible explanation for this issue is that despite the differences in their pre-test and post-test scores, some students might have difficulties in comprehending the spoken instructions and questions due to the possibly low english listening comprehension skills. as zou & li (2015) highlighted that user-friendly mobile game apps made students feel enthusiastic and show eagerness in learning, it is advisable that the game app developers revisit the questions to provide a feature to assist learners with low english listening ability. conclusion this study examined learners’ vocabulary development and perceptions while using square talks® as a vocabulary learning tool. first, the study showed that square talks® has enabled learners to improve their english vocabulary learning performance. second, the survey indicated that learners exhibited positive perceptions toward square talks®. therefore, square talks® can be considered to be an alternative learning tool to facilitate efl beginner learners’ vocabulary development. however, due to the small number of subjects in this study, it should be noted that the findings cannot be generalized to the larger population. hence, it is suggested that further empirical studies to evaluate and explore the effectiveness of square talks® should be conducted by expanding the sample size and adding a delayed vocabulary post-test to provide a more in-depth insight on the use of mobile game applications to enhance english vocabulary development. acknowledgement the authors would like to thank the directorate of research and community of telkom university for financial support in developing square talks®. references akhriana, s. a. a. 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(eds.). critical call-proceedings of the 2015 eurocall conference, 564-568. doi: https://dx.doi.org/10.14705/rpnet.2015.000394 https://doi.org/10.1080/09523980600641445 https://doi.org/10.1016/j.sbspro.2011.03.104 https://dx.doi.org/10.14705/rpnet.2015.000394 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.130-137 doi:10.33394/jo-elt.v9i2.6009 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 130 an analysis of students’ ability in an interpretive listening course #1 destina kasriyati, *2 refika andriani, *3 herdi #1 english lecturer, faculty of education and vocational studies, universitas lancang kuning, indonesia *2 english lecturer, faculty of education and vocational studies, universitas lancang kuning, indonesia *3 english lecturer, faculty of education and vocational studies, universitas lancang kuning, indonesia corresponding author email: destina@unilak.ac.id a b s t r a c t s a r t i c l e i n f o the world of education currently requires students to study from home through online learning because of the covid 19 pandemic. online learning has been going on for almost 2 years so learning is no longer face-to-face. students faced some problems when they should learn interpretive listening courses through online learning. one of the problems such as; students got some difficulties understanding the material. this is the concern of researchers to analyze students’ learning outcomes in an interpretive listening course during online learning. this research approach uses descriptive quantitative utilizing descriptive statistics. there were 55 students who participated in this research. the data was gathered by an online test. the test is available at https://www.examenglish.com. the result suggests students had an average of score 69.4 of the total sample, namely 55 students. then there is a minimum or lowest score of 30 and the highest is 77. this score has conversion based on score of the common european framework of reference for languages (cefr). therefore, it indicated that student learning outcomes in interpretive listening courses can be categorized as advanced. where they have an advanced level in understanding and comprehending of listening activities. even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well. article history: received: september, 2022 revised: november, 2022 published: december, 2022 sep 2018 keywords: students’ learning outcome, interpretive listening, online learning, how to cite: kasriyati, d., & andriani, r. (2022). an analysis of students’ ability in an interpretive listening course. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 130-137. doi:https://doi.org/10.33394/jo-elt.v9i2.6009 introduction dynamics are the nature of time, meaning that it is continually progressing towards a more perfect civilization. one indicator that changes over time is the use of information technology. the development of information technology has a major impact on changes in all areas of life (handarini and wulandari 2020). information technology that is currently developing is used in almost all aspects of life. one aspect that cannot be separated from the use of information technology is education. in the world of education, information technology is used as part of the learning media to present subject matter to make it more mailto:destina@unilak.ac.id https://www.examenglish.com/ kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 131 interesting, not monotonous, and to facilitate the delivery of learning materials. according to fitrani dinda fadhilah et al. (2021) utilization of information and communication technology in learning is carried out in order to increase the effectiveness of the implementation of the learning process to improve student learning outcomes and the quality of individual students in terms of using technology more precisely and usefully. learning is a process built to develop students’ creative thinking (widodo and kadarwati 2013). meanwhile, the term ‘daring’ is an abbreviation of ‘dalam jaringan’ which is the indonesian substitute of the word ‘online that is often related to internet technology. the learning process, whether using learning applications or social networking, is called online learning. according to basilaia and kvavadze (2020), online learning is the experience of knowledge transfer using video, audio, images, text communication, and software supported by internet networks (zhu and liu 2020). the essential factor in online learning is the readiness of educators and students to interact online. in education, the era of society 5.0 allows students to directly interact with robots specifically designed to replace educators or be remotely controlled by educators in the learning process (elsy 2020). online learning (on the network) is carried out through various applications (suhada et al. 2020). a wide selection of applications for online lectures including zoom, google classroom, email, whatsapp group, edlink, etc. the success of online learning was highly dependent on several integrated components, such as students, educators, learning resources, and the technology used. according to almahasees et al (2021) several disadvantages of online learning, such as student discipline, lack of internet access, and lack of social interaction common challenges for educational organizations and stakeholders. according to ardi (2015) listening is one of the skills that every language learner must master. it is usually defined as the ability to identify and understand what others are saying or talking about. among the four language skills, listening is often considered the most difficult subject by foreign language learners because they need to understand monologues or dialogues delivered at an uncontrollable pace. as is the case with interpretive listening learning conducted by the second semester english education students of fkip unilak with online learning methods via the web https://www.examenglish.com. where online learning has several obstacles, such as a limited internet network, as well as facilities that do not support the listening learning process, the cost of internet access is expensive. however, this must still be done online due to government regulations regarding restrictions on activities outside the home. therefore, they should choose listening learning by accessing the web or online as independent learning that can be done in their respective places. listening learning is by accessing the web https://www.examenglish.com students can choose the listening test menu. after clicking the listening menu, they can do the listening test questions where there are 15 questions with a duration of 20 minutes. after completing the work, students will get a score. from this score, students can see their level of listening ability, because listening levels will appear from a1-c2. a1 indicates that listening ability is at the beginner level (beginner), then a2 shows at the elementary level (elementary), then b1 indicates that listening ability is at the intermediate level (intermediate), and b2 indicates the upper intermediate level (upper intermediate). meanwhile, the c1 level is advanced (advanced) and c2 is the expert level (proficient). it is also very easy for them to learn to listen through online methods. therefore, researchers are interested in seeing interpretive listening learning abilities through https://www.examenglish.com. https://www.examenglish.com/ https://www.examenglish.com/ kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 132 learning outcomes usually be achieved if the learning process has been forced, or can be interpreted as the result of students' understanding of certain material that has been taught by a teacher or lecturer. learning outcomes are behavioral changes that span three domains, namely cognitive, affective, and psychomotor domains. the cognitive domain includes learning objectives related to knowledge regeneration and the development of intellectual abilities and skills. the affective domain includes learning goals that account for changes in attitudes, interests, values, and the development of conformity. psychomotor domains, on the other hand, include behavioral changes that indicate that students have learned specific physical manipulation skills, the explanation of the learning outcomes is taken from the description (rusman, 2014). suci and kasriyati (2021) revealed that a person can be said to have succeeded in learning if he is able to show a change in himself. these changes include mindset, skills, or attitudes toward objects. in this study, researchers will look at bloom's theory, namely the ability in the cognitive domain of students in listening courses. so that students' ability to understand the expressions conveyed by native speakers will be measured through online learning, with the results in the form of scores. the learning environment plays a very important role in the learning process, creating a comfortable learning atmosphere and motivation for students to achieve better learning outcomes. learning environments are an important part of helping students learn better, so learning environments must create serenity and inspire better learning (radovan and makovec, 2015). online or virtual learning is seen as a new paradigm in the learning process because it can be done in a very simple way without the need for face-to-face classroom interaction and without relying solely on internet connection-based applications. it is done. learning goes smoothly. online learning is a learning process that relies on an internet connection to continue learning (moore et al. 2011). based on this description, teacher-student-only internet the learning process does not require a classroom as it relies on connectivity to learn, but the truth is online learning is not a hassle-free way to learn. there are several problems usually associated with online learning, and online learning usually raises three problems: material use, student interaction, and learning environment (fortune et al. 2011). as a source of information for learning research, it plays a very important role in the learning process. student interaction is one of the factors that help students more optimally achieve good learning outcomes. just like materials and student interactions, the learning environment also plays an important role in helping students achieve better learning outcomes. student interaction is critical in the learning process, both between students and between students, to create enthusiasm for learning so that students can ultimately achieve maximum results. important to student-to-student and student-to-faculty interactions should always aim to enhance communication and discussion of each activity in the teaching and learning process (lin and lin 2015). for example, if a student doesn't understand a question or concept, you can ask them to explain the problem until they do. conversely, if the student you are explaining has a problem, you can ask the other student. if these students are unable to overcome these issues, they can ask the instructor. after (romli 2018). although online media is generally understood to mean all types of media formats accessible only through the internet and including text, images, video, and audio as a means of online communication, a specific understanding of online media is defined as a framework defined as media within of mass communication. listening practice can be done online by visiting multiple websites such as https://www.examenglish.com and randall's esl cyber listening lab. this website allows students to easily edit listening questions. listening is an active meaning-building process that involves both types of processes: bottom-up and top-down processing (nihei, 2002). according to peterson (2001) defines topdown processing as "a higher-level process driven by the audience's expectations and kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 133 understanding of the context, themes, and nature of the world", while bottom-up processing is defined by him as "lower-level processes, triggered by sounds, words, and phrases heard by the listener as they attempt to decode and give meaning to speech". both processes are necessary in listening comprehension. they are interrelated in very complex relationships, and both are used to understand the meaning of auditory material. according buck (2001) explained that listeners need to understand phonetic input, vocabulary, and syntax (bottom-up processing) in order to comprehend information while using context, general knowledge, and past experiences (top-down processing). research method this research used descriptive with a quantitative approach. according to (sugiyono 2018), the descriptive research method is described as follows. this means that this study wants to know what the state of the variable itself is, and has no influence or relationship with other variables such as experimental studies or correlations (arikunto and suharsimi 2014). according to bungin (2015) uses a quantitative descriptive approach, observations, and methods used to describe, explain or summarize events that can be expressed through documentary material. this study aims to describe student learning outcomes in the interpretive listening course in the online lecture process at the faculty of teacher training and education, universitas lancang kuning for the 2020/2021 academic year. research design the result of the test was analyzed by using descriptive statistics. descriptive statistics are used to analyze data by describing data that has been collected as it is without intending to draw conclusions applying to general or generalization (sugiyono 2018). population and sample the population of this research was second-semester english students of the english departments program at universitas lancang kuning with a total of 55 students which consists of three classes, namely grades 2.1, 2.2, and 2.3. the sample in this research was 55 students who were participating in an interpretive listening course. they learned interpretive listening online, the students accessed online learning sources during covid pandemic. instruments this study used a test as an instrument. a test was conducted to measure students’ ability in comprehending an interpretive listening course. students accessed the link to get the test https://www.examenglish.com. there are 15 questions in this test. the questions get easier or harder according to their responses. at the end of the test, their english level will be assessed. the last students can see the last score from their test. data analysis this research was conducted in three stages, namely the stages of preparation, implementation, and data analysis. first, preparation in conducting literature review observations in accordance with the formulation problems to be researched, and conducting field orientation as well as coordination between researchers, a set of instruments to complete the data needed, and determination of research subjects. determination of the subject is done in total sampling. the second is the research implementation stage, this stage is the stage of data collection. the initial stage of the literature study research collects student learning outcomes in the form of online test results using the https://www.examenglish.com site. the student https://www.examenglish.com/ kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 134 then takes an online test with 15-minute questions with a duration of 20 minutes, after all the questions are done, the test results appeared in the form of the cefr level (a1-c2). after the data is collected, data processing was carried out by determining the level of student ability in doing the test. the test results in the form of numbers a1-c2 then be converted using numbers to calculate with descriptive statistical data. third, processing and data analysis is processed using formulas or rules that are in accordance with the research approach. the data obtained from the test results (a1-c2), the results of this test was converted into numbers. after that, it will be calculated using a statistical descriptive count. in this case, the researcher looks for the count in several parts of the analysis of descriptive statistics such as the sum of the score, mean, standard deviation, and percentage (creswell 2012). this analysis aims to answer the formulation of the problem in the research. the data analysis technique used in this research is quantitative descriptive analysis. this technique is used to process data from students' interpretive listening learning test results. the common european framework of reference for languages (cefr) is an internationally recognized standard for describing language proficiency. table 1 standard of language proficiency level common european framework of reference (cefr) ef-set score a1 (beginner) 1-30 a2 (elementary) 31-40 b1 (intermediate) 41-50 b2 (upper intermediate) 51-60 c1 (advanced) 61-70 c2 (proficient) 71-100 source: council of europe in the 1990s research findings and discussion research findings this result indicated that the data on student learning outcomes or test scores in the listening learning process. there are 55 data on student learning outcomes that have been collected, which consists of three classes, namely grades 2.1, 2.2, and 2.3. the following research that has been obtained was described in detail, and the discussion of variables is carried out using quantitative data, meaning that the processed data is in the form of numbers or scores which are then interpreted qualitatively. the following explains in detail the description of the research data for each class. table 2 the test result of the students class 2.1 class 2.2 class 2.3 all students mean 69,6153846 69,58333 67,8 69,43636 standard error 1,7906397 0,902727 2,353720459 0,946289 median 72 70 70 70 mode 75 70 #n/a 70 standard deviation 9,13050677 4,422439 5,263078947 7,01787 sample variance 83,3661538 19,55797 27,7 49,25051 kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 135 kurtosis 14,7774066 -0,41394 -0,469574737 17,88454 skewness -3,51230758 -0,04824 -0,893081988 -3,41075 range 46 17 13 47 minimum 30 60 60 30 maximum 76 77 73 77 sum 1810 1670 339 3819 count 26 24 5 55 0 0 0 0 there are 26 students in class 2.1, who have followed the online learning process. the following is the distribution of the values they get. the number of students in class 2.2 is as many as 24 students, this is the number of students less with class 2.1. based on table 2, it can be explained that the average student learning outcomes in class 2.2 are 69.5 with the minimum score obtained in that class being 60, while the maximum value is 77. this shows that the ability or learning outcomes in the interpretive listening course are at the same level, namely c1 (advanced). while the number of students in class 2.3 is much less compared to the two classes, namely 5 students, this means that the number of students is less. based on table 2 the average value of this class is 67.8 which consists of 5 participants, then the minimum or lowest value is 60 and the highest value is 73, this shows that class 2.3 has almost the same ability as the two classes. namely advanced or advanced (c1). there are 3 classes and a total of 55 students who have participated in the online listening learning process. based on the table above, it can be explained that the average value of interpretive listening for second-semester students is 69.4 of the total sample, namely 55 students. then there is a minimum or lowest score of 30 and the highest is 77. so, it can be concluded that the second-semester student learning outcomes in the interpretive listening course are categorized at the c1 or advanced level. the interpretive listening ability of second-semester students is at an advanced or advanced stage even though the learning is done online by accessing the site https://www.examenglish.com, but the results show that students are able to use online learning. this is because the duration of time given is longer, meaning that students can repeat the test to achieve good results and then send it to the learning media as proof that they have worked. in addition, they are not controlled when they do the online listening test at home. discussion the results of this study indicate that online interpretive listening learning does not have bad results, students are able to use online learning well. so that students’ result test in the interpretive listening course show at an advanced or advanced level, even with the limited facilities and networks they have. the results of this study are different from rozikin, sari, suratno, & nurhayati (2021) with the title the effect of online learning on increasing grade x students at smk ma'arif 9 kebumen, with a qualitative descriptive approach, it shows that online learning affects the decrease in the average grade of the class by 3.01% when compared to the value before the pandemic. then according to the results of research liu and ilyas (2020), the effect of online learning based on zoom cloud meetings on the learning outcomes of physics students at the university of flores. the analysis results show that online learning through zoom cloud meetings has an effect on learning results. this is evidenced by a t-count value of 6.136 with 26 degrees of freedom and a significance value of 0.00 (two-sided). comparing the significance of 0.00 < 0 > with table 2.059, we can conclude that ho was rejected and ha kasriyati an analysis of students’ ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 136 was accepted. the use of online-based materials in online tutorial activities at the open university is not maximized. some of the obstacles encountered are a lack of student-owned information technology, high cost of access, and time constraints. this study analyzed the impact of the use of online materials contained in online tutorials on student performance. the subjects of this research are 279 students in the faculty of economics who took economic statistics in 2013.1 and 2013.2. this study uses the correlation method. as a result, the use of online materials contained in online tutorials had a positive effect on the improvement of students’ academic performance. the use of online materials needs to be further intensified to take research findings into account (lestari, nupikso, and riyani, 2015). the results of this study have similarities with research conducted by lestari et al. (2015) based on the results of online learning showing well. therefore, online learning that is carried out during a pandemic does not necessarily have bad or not optimal learning outcomes. conclusion online learning in the interpretive listening course has several problems when doing tests at home, such as unsupported facilities such as a limited internet network, limited access fees, and time constraints. however, student learning outcomes in interpretive listening courses can be categorized at the advanced or advanced level. from the results of this study, students used the online method for interpretive listening learning which was carried out for approximately one semester. the researchers suggested to the new researcher to conduct research that it has related to this study. the researchers hope the next researchers will conduct research on the new method or learning sources by online learning. references almahasees, z., mohsen, k., & omer, m. 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(2020). education in and after covid-19: immediate responses and longterm visions. postdigit sci educ, 2, 695–699. https://doi.org/10.1007/s42438-02000126-3 https://doi.org/10.37478/optika.v4i2.689 https://doi.org/10.1086/323732 https://doi.org/10.26529/cepsj.145 https://doi.org/10.31849/elt-lectura.v8i2.7567 https://doi.org/10.1007/s42438-020-00126-3 https://doi.org/10.1007/s42438-020-00126-3 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2022, vol.9 no.1 online: 2548-5865 print: 2355-0309 pp.13-28 doi:10.33394/jo-elt.v9i1.5156 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 13 learning connected speech by pronouncing song lyrics: students' perspective #1 auliatuz zahrotul jannah, *2 sulton dedi wijaya, *3 ro’ifah #1 english student, faculty of teacher training and education, university of muhammadiyah surabaya, indonesia *2 english lecturer, faculty of teacher training and education, university of muhammadiyah surabaya, indonesia *3 english lecturer, faculty of teacher training and education, university of muhammadiyah surabaya, indonesia corresponding author email: auliatuz.zahrotul.jannah-2018@fkip.um-surabya.ac.id a b s t r a c t s a r t i c l e i n f o connected speech is a big role in english and has to be understood and mastered by english learners. 20 english education department students which are included in the english learner category are the subject of this research. this study aims to investigate how students‟ perspective on learning connected speech by pronouncing song lyrics. this study used a qualitative method to focus on analyzing students‟ thoughts and it presented descriptively. to collect the data, the researcher used questionnaires and interviews. totally 58 statements in questionnaires and 16 questions through interviews have given to the subject as a completion. the main finding of this research is all subject loved to listening english song. they has positive responses on learning connected speech using song lyrics. they state that learning connected speech by pronouncing song lyrics can be an effective and fun way. they also feel confident, happy, and close to natives. by seeing the finding, it can be conclude that the problem that existed like students' difficulty when listening to the native speaker speaking, bad pronunciation, shame, less fluency, and even no connected speech are tackled. moreover, they can learn without boredom because they learn in the way they loved. article history: received: may, 2022 revised: may, 2022 published: june, 2022d 16 aug 2018nline 09 sep 2018 keywords: connected speech, pronouncing, songs how to cite: jannah, a., wijaya, s., & ro'ifah, r. (2022). learning connected speech by pronouncing song lyrics: students' perspective. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(1), 13-28. doi:https://doi.org/10.33394/jo-elt.v9i1.5156 introduction english speakers are necessary to pronounce english well, specifically for english learners. pronunciation itself is the production of sounds that people use to create meaning. it includes attention to the particular sounds of a language (segmental aspects), aspects of speech beyond the level of the individual sound, such as intonation, stress, phrasing, timing, rhythm (suprasegmental aspects), and how the voice quality is projected (putra, 2018). english learners have to connect the words when they are speaking because connected speech is an actual real part of the english language. indeed, it may perhaps be part, of all living languages. students need to be exposed to and thought all the features of connected speech (suleiman & qunayeer, 2020). it is great in english pronunciation when they speak naturally by blending the word together. bumping the words to each other makes them speak easier, quicker, smoother, and does not like a robot. by connecting the words, it can ake us speak mailto:auliatuz.zahrotul.jannah-2018@fkip.um-surabya.ac.id jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 14 better and be close to natives. it can also help non-native speakers understand oral english and produce comprehensible spoken english. the understanding of connected speech also makes students understand well when native speakers are speaking. as (rosa, 2002) pointed out, "working on sentence stress and intonation can help students to better understand spoken english. it is crucial for english learners when they get listening subject because research from musrifah (2018) assure listening is one of the most difficult skills for foreign language learners. it is caused by the complexity of its process and the different types of knowledge required for successful listening. moreover, they could understand the regularities and patterns which underlie the actual use of sound in language. thus, connected speech is a big role in english and has to be understood and mastered by english learners. connected speech marks up “a very real part” of the oral language and happens in “all levels of speech” from casual to even very formal levels. the naturally occurring speech of native speakers is most rapid and continuous with frequent linking, sound alteration, or reduction at word boundaries, which may cause comprehension difficulty when non-native speakers listen to it. since certain words are lost, and certain phonemes linked together as we attempt to get our message across, in english spoken discourse, words are not pronounced in isolation but rather tend to run together (hafira & misnawati, 2014). connected speech is based on a set of rules used to modify pronunciations so that words connect and flow more smoothly and rhythmically in natural communication, in connected speech one aim is usually not maximal distinctiveness but maximal ease of communication (hamad, 2014). there are four types of connected speech which are the main features of connected speech. there are assimilation, elision, linking words, and intrusion (nkongho & tize, 2021). first, assimilation is a process found in languages that causes speech sounds to be modified in a way that makes them more similar to their neighboring sounds. example: /d/ can change to /g/ such as “good girl” /gʊg gɜ:l/ and /t/ and /j/ into /ʧ/ in the words “don´t you know” /dəʊnt jʊ nəʊ/ or /dəʊnʧə nəʊ/. second, elision occurs when a sound is omitted. even though in a word spoken in isolation a sound would be present, in connected speech it would disappear. this kind of reduction occurs mainly in words ending with /t/ and /d/ and particularly when they are between two other consonants. example: “post the letter” /pəʊs ðə letə/, “sandwich” /sænwɪʧ/ and “stand there” /stæn ðeə/ (akram & qureshi, 2014). third, linking words is a cycle association of conclusive sound vowel or consonant of one word or syllable with the underlying sound of the following word or syllable. there are two kinds of connectors. they are consonants to vowels, like “stuck in” /stʌk ɪn/ and vowels to vowels, such as “we are” /wiː jɑːr/ (bakri, 2020). fourth, intrusion refers to the cases where an extra sound intrudes for ease of articulation. three sounds in english behave as intruders: / r/, / j/ and /w/ as in the following examples: “go on” turns into /gowon/ “i agree” converts /aiyagree/, “law and order” becomes /lawranorder/ (hamad, 2014). in fact, many students cannot produce the words correctly. they often have been mispronounced, and difficult when getting a listening subject. corroborated by research from (rosa, 2002) language learners still face difficult challenges when it comes to understanding natural native speaker conversations. besides, when they are speaking, they pronounce word by word without connected speech. speaking without connecting speech makes students look less fluent and sound bad in english. these problems happen because of some reasons such as they think that pronunciation study is too difficult and boring for learners, they are difficult to distinguish words that are almost the same pronunciation, rarely practice, lack of vocabulary, carried regional accent, shame, and difficult to say sentences rarely found (lasabuda, 2017). whereas these problems should not happen in english learners, because it will make them sound like a newbie, far from the good communicator, difficult to understand when natives are speaking and the worst is decreasing the learners‟ quality because they could not close to native speakers. supported by rosa (2002) if students do not have an occasion to practice jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 15 good pronunciation at the beginning of their learning, they may possibly build their habits in the wrong way. for this reason, learning words without pronunciation during beginning lessons is potentially damaging to their overall success. pronunciation is crucial because people can understand what english learners say when they are speaking. to be understood, a learner needs a practical mastery of the sounds, rhythms, and cadences of english and how they fit together in connected speech. without it all, people are likely to assume that they do not know much english and worse that they are incompetent (yates & zielinski, 2009). looking at the situation, the students need a way to overcome those problems. it is necessary for them to speak fluently like a native speaker. through good pronunciation especially connected speech, they could communicate without difficulty and with pleasure. suggested by rahmania & mandasari (2021) that listening to the english sound is an effective way to learn english. producing or pronouncing the word after listening to the language, then trying to speak the words that we hear before is one of the ways to learn to pronounce a word. therefore, almost all students are like a song, they feel happy to listen, and pronounce it. pronouncing english songs are a favorite thing to be done by many people typically english adult learners. romero et al. (2012) stated that song also has been implemented as a source by teachers to develop communicative abilities properly in english subjects. it also offers the chance to talk confidently and learn in a fun way. study by setia et al. (2012) revealed that from this survey, it has been discovered that the use of song not only supports the understanding but also it stimulates and increases the students‟ interest to learn, enjoy and engage in the learning process. furthermore, it accelerates students‟ confidence, learning ability, and skill when activities are highly motivating and memorable. this study showed through song could accelerate students learning and english skills. it can be said that learning connected speech include in it. another study from suwartono & mayaratri (2019) also conveyed that based on the gain and the students' perception, the use of songs for teaching the english connected speech tended to indicate a prospective better learning outcome. addition study from yanti et al. (2022) that expose the implementation of english song to improve students‟ pronunciation skills can make students more activated, motivated, and interested. therefore, based on the background above, this study formulates a question: how students‟ perspective on learning connected speech by pronouncing song lyrics? the objective of this study is to investigate how students‟ perspective on learning connected speech by pronouncing song lyrics. this study has a scope that refers to the parameters which the study will be operating (simon & goes, 2013). the scope of this research focuses the research on students‟ perspective, especially in connected speech. hopefully, it will be able to contribute to learning and teaching english pronunciation, particularly connected speech material. research method research methods refer to the all those methods which are used by during the course of studying his/her research problem (clarke, 2014). to analyze and answer the research question, this study held some preparation and dealt with several ways. the source of the data was primary data in terms of the perspective of the participants which are students in college and data test results. this research also demonstrated the research design, subject, instrument, and data analysis. research design research design can be well thought-out as a conceptual blueprint within which research is conducted. it is the structure of research and the “glue” that holds all of the elements in a research project together, in short, it is a plan of the proposed research work (creswell & creswell, 2017). in this study, the researcher used descriptive qualitative. the jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 16 qualitative research is an approach for exploring and understanding the meaning persons or collections ascribe to a social or human problem (wijaya et al., 2019). this kind of method was used because the researcher focuses on analyzing students‟ perspective, so the data that the researcher used will be presented descriptively. subject a research subject is an individual that participates in research. the subject used in this study was english education department students of the university of muhammadiyah surabaya. it is one of the famous private campus in surabaya, east java, indonesia. they were in the fourth and sixth semesters because they had learned about pronunciation peculiarly connected speech lessons when they were in the third semester. thus, they were suitable to be a subject because they had background knowledge about the material which was investigated. the total subjects who participated were 20 students. instruments the researcher used an instrument in terms of a questionnaire and interview. interview is the most common data collection method in qualitative research relating to social science studies (aldaihani & data, 2021). it was used to get study the students' perspective on learning connected speech by pronouncing song lyrics. first, the questionnaire was distributed through a google form. the questionnaire consists of 58 statements containing connected speech and song. the connected speech was shown in 43 statements containing three statements of basic knowledge alike they have known about connected speech, its type, and its process. then, there are 15 statements presented about songs. it consists of four types of connected speech, there were: assimilation, linking words, elision, and intrusion. all of them have been validated by experts. the researcher used a nominal scale that has no order and there is no distance between “yes” and “no”. there are also greatly sophisticated modeling techniques available for nominal data. an ordinal scale is next up the list in terms of the power of measurement. second, the interview was held through online media because of long-distance and covid-19 social restriction. thus, it runs via whatsapp text and voice note. the question of interview consisted of 16 questions. data analysis the researcher analyzed the data in a descriptive statistics. descriptive statistics will help researcher summarize the overall trends or tendencies of data, provide an understanding of how varied your scores might be, and provide insight into where one score stands in comparison with others (marwa, 2019). first of all, the answers of the respondents in questionnaires and interviews were gathered. second, the researcher reduce the unnecessary data to make meaningful data and simplify it in order to create conclusions. third, data will be displayed. the data will systematically arranged for easy understanding. this data will be displayed in chart form. finally, the researcher make conclusions which is done by looking at the results of data reduction and maintain referring to the analysis objectives that want to be achieved. research findings and discussion research findings there are two kinds of findings. they were the findings from the questionnaire and findings from the interview. the first finding was data from questionnaires. it contains 2 main topics; it was finding connected speech and finding concerning songs as a medium of learning connected speech. jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 17 1. basic knowledge of connected speech in this basic knowledge, there are 3 statements consisting of basic knowledge of connected speech, its types, and how the process of each type. the researcher found in statement 1 (s1) that all subjects know about the connected speech from pronunciation subjects or other places. statement 2 (s2) showed that 77,5% of subjects or 15 students know the types of connected speech and 5 students or 22,5% do not know. a result of statement 3 (s3) indicated that 77,5% of subjects, about 15 students recognize the process of connected speech and 22,5% or 5 students did not know it as seen in figure 1. figure 1. students‟ perspective towards connected speech this section also presented finding of 4 types in a connected speech that is assimilation, elision, linking words, and intrusion. a. assimilation in this research, assimilation is indicated with 10 statements. s1 states “i know that assimilation is the sound change in the next word”. about 92,5% of subjects answer “yes” in that statement totaling 18 students and 7,5% totaling 2 students answered “no”. s2 statement is “how to read „ten pin‟ is /tem pɪm/” 55% subject totaling 11 students answered yes and 45% subjects totaling 9 students answered “no”. s3 statement is “how to read in bed is /im bed/” 75% subject totaling 15 students answered “yes” and 25% totaling 5 students answered “no”. s4 statement “good boy if read /gʊb bɔɪ/ is true” 80% answered “yes” totaling 16 students and 10% subject totaling 4 students answered “no”. s5 statement is “how to pronounce "he couldn't go" is /hi 'kuŋŋ(k) 'ɡəʊ'/” 75% answered “yes” totaling 15 students and 25% totaling 5 students answer “no” as seen in figure 2. figure 2. students‟ perspective towards assimilation 100 77,5 77,5 0 22,5 22,5 0 50 100 150 s1 s2 s3 connected speech understanding yes no 9 2 ,5 5 5 7 5 8 0 7 5 7 5 5 7 ,5 7 2 ,5 9 0 9 2 ,5 7 ,5 4 5 2 5 2 0 2 5 2 5 4 2 ,5 2 7 ,5 1 0 7 ,5 s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 assimilation yes no jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 18 in addition, the s6 statement is “the letter /d/ will become /b/ if it meets /m/ like good morning be /gum' mɔ:nɪŋ/” 77,5% subject totaling 15 students answered “yes” and 22,5% totaling 5 students answered “no”. s7 statement is “have mine will be pronounced like /ham'maɪn/” 57,5% subject totaling 11 students answered “yes” and 42,5% subjects answered “no” totaling 9 students. s8 statement is “if it spoken, seven pies will sound / sevem paɪz/” 72,5% totaling 14 students answered “yes” and 27,5% totaling 6 students answered “no”. s9 statement is “can buy' will be pronounced like sound /kəmbaɪ/” 90% subject totaling 18 students answered “yes” and 10% totaling 2 students answered “no” s10 statement is “words that sound like //kədʒju:// in written words could you” 92,5% totaling 18 students answer “yes” and 7,5% totaling 2 students answered “no”. b. elision figure 3 showed the percentage of how students‟ perspective regarding elision. s1 statement is “the word aspect is read by removing the letter t”. 87,5% subject totaling 17 students answered “yes” and 12,5% subject totaling 3 students answered “no”. s2 statement is “pronouncing /himəsbi/ on the word “he must be” is correct”, 85% subject totaling 17 students answered “yes” and 15% subject totaling 3 students answered “no”. s3 statement is “the word "every" is read by removing the vowel "e" in the middle is correct” 92,5% subject totaling 18 students answered “yes” and 7,5% subject totaling 2 students answered “no”. s4 statement is “the correct pronunciation for "left me" is /lefmɪ/” 85% subject totaling 17 students answered “yes” and 15% subject totaling 3 students answered “no”. s5 statement is “the word “looked to” will be pronounced /lu:ktu/” 77,5% subject totaling 15 students answered “yes” and 22,5% subject totaling 5 students answered “no”. figure 3. students‟ perspective towards elision in addition, s6 statement is “word “postman” would sound like /poʊsmn/” 92,5% subject totaling 18 students answered “yes” and 7,5% subject totaling 2 students answered “no”. s7 statement is “say “left foot” is read by omitting the letter t like /lefʊ:t/” 85% subject totaling 17 students answered “yes” and 15% subject totaling 3 students answered “no”. s8 statement is “the letter d will be removed from the word "old man" 60% of subjects totaling 12 students answered “yes” and 40% subject totaling 8 students answered “no”. s9 statement is“words kindness will read /kaɪnes/ with throw away letter d” 97,5% subject totaling 19 students answered “yes” and 2,5% subject totaling 1 student answered “no”. s10 statement is “left you” will 8 7 ,5 8 5 ,5 9 2 ,5 8 5 7 7 ,5 9 2 ,5 8 5 6 0 9 7 ,5 9 0 1 2 ,5 1 5 7 ,5 1 5 2 2 ,5 7 ,5 1 5 4 0 2 ,5 1 0 s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s=statement elision yes no jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 19 sound like /lefʧʊ/” 90% subject totaling 18 students answered “yes” and 10% subject totaling 2 students answered “no” c. linking words s1 statement is “i know if the end of a consonant word meets a vowel, the word will melt like „stuck in‟ will be pronounced /stʌk ɪn/ 92,5% subject consists of 18 students answered “yes” and 7,5% subject consists of 2 students answered “no”. s2 statement is “i know the word "for all" is stamped like (forol)” and all the subjects answer yes. s3 statement is “the word "what is it" which pronounce like (wo ti zit) is correct” 77,5% subject consists of 15 students answered “yes” and 22,5% subject consists of 5 students answered “no”. s4 statement is “this is an old egg" will sound connected like [ði zə.rəʊl.deɡz]” 50% subject answered “yes” and 50% subject answered “no”. s5 statement is “word „an apple‟ will sound like /a napple'/” 90% subject consists of 18 students answered “yes” and 10% subject consists of 2 students answered “no” as seen in figure 4. figure 4. students‟ understanding towards linking words in addition, the s6 statement is “i agree if the word "law and order "be pronounced /lɔ : rn ɒdə/” 67,5% subject consist of 13 students answered “yes” and 32,5% subject consists of 7 students answered “no”. s7 statement is “the words „never and again' when spoken will be /nevər əgen/” 87,5% subject consist of 17 students answered “yes” and 12,5% subject consists of 3 students answered “no”. s8 statement is “word „they are‟ being /ðeɪ ə/” 82,5% subject consist of 16 students answered “yes” and 17,5% subjects consists of 4 students answered “no”. s9 statement is “the word „tip over‟ will be connected to be /tipover/” 80% subject consists of 16 students answered “yes” and 20% subject consists of 4 students answered “no”. s10 statement is “the word „clean up‟ will be pronounced /klinap/” 92,5% subject consist of 18 students answered “yes” and 7,5% subject consists of 2 students answered “no”. d. intrusion s1 statement is “i know there is an extra word in the middle to make it easier to pronounce for some words in english, for example, go out will be pronounced /gowaut/” 92,5% subject consist of 18 students answered “yes” and 7,5% subject consist of 2 students answered “no”. s2 statement is “i will say the word “she answered” by /sheyanswered/” 85% subject consist of 17 students answered “yes” and 15% subject consist of 3 students answered “no”. s3 statement is “i will say the word "do it" by /dewit/” 60% subject consists of 12 students answered “yes” and 40% subject consists of 6 students answered “no”. s4 statement is “how to pronounce 92,5 100 77,5 50 90 67,5 87,5 82,5 80 92,5 7,5 0 22,5 50 10 32,5 12,5 17,5 20 7,5 0 50 100 150 s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s=statement linking words yes no jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 20 words "you are" is /ju:wɑ:/” 87,5% subject consists of 17 students answered “yes” and 12,5% subject consists of 3 students answered “no”. s5 statement is “the word “go off” when pronounced becomes /gəʊ w ɒf/” 97,5% subject consists of 19 students answered “yes” and 2,5% subject consists of 1 student answered “no”. figure 5. students‟ understanding towards intrusion in addition, the s6 statement is “the correct pronunciation of the word "they are" is /ðeɪ j ɑ:/” 87,5% subject consists of 17 students answered “yes” and 12,5% subject consists of 3 students answered “no”. s7 statement is “the word "my arm" if spoken naturally by native speakers will be heard /maɪ j ɑ:m/” 57,5% subject consists of 11 students answered “yes” and 42,5% subject consists of 9 students answered “no”. s8 statement is “the word „go away‟ will sound like /goweway/” 90% subject totaling 18 students answered “yes” and 10% subject totaling 2 students answered “no”. s9 statement is “the letter /j/ will be added to the sentence „i am” 57,5% subject consists of 11 students answered “yes” and 42,5% subject consists of 9 students answered “no”. s10 statement is “in the word "go on" the letter /w/ will be added in the middle of the word” 92,5% subject consists of 18 students answered “yes” and 7,5% subject consists of 2 students answered “no”. 2. song usage as a medium to learn connected speech figure 6 below displays how students‟ perspective on learning connected speech by pronouncing song lyrics. s1 states “i like and enjoy listening to english songs while pronouncing the lyrics” students choose “yes” total of 95% consist of 19 students and 5% consist of 1 students choose “no”. s2 states “i often read the lyrics of english songs through youtube, musixmatch, and others” 95% of subjects choose “yes” consisting of 19 students and 5% consist of 2 students choose “no”. s3 states “i know that english song lyrics contain connected speech” 77,5% of subjects choose “yes” consist of 15 students and 22,5% of subjects consist of 5 students choose “no”. s4 states „i purposely listen to english songs to learn connected speech” 87,5% of subjects consist of 17 students choose “yes” and 12,5% of subjects consist of 3 students choose “no”. s5 states “i often listen to how singers pronounce the song lyric” 85% subject consists of 17 students choose “yes” and 15% subject consists of 3 students choose “no”. s6 states “i know that in english song lyrics, some words are sounds linking to the other words” 95% subject consists of 19 students choose “yes” and 5% subject consist of 1 students choose “no”. s7 states “i know that singer delete letter in pronouncing the song lyrics” 87,5% subject consists of 17 students choose “yes” and 12,5% subject consists of 3 students choose “no”. s8 states “i know that singer adds a letter in some words while pronouncing song lyrics” 82,5% subject 92,1 84,2 60,5 86,8 97,4 89,5 87,5 90 57,9 92,1 7,9 15,8 39,5 13,2 2,6 10,5 12,5 10 42,1 7,9 s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s=statement intrusion yes no jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 21 consist of 16 students choose “yes” and 17,5% subject consists of 4 students choose “no” as seen in figure 6. figure 6. students‟ perspective towards song as a medium of learning connected speech in addition, s9 states “i am glad and motivated to learn connected speech when listening to english song” 92,5% of the subject consist of 18 students who choose “yes” 7,5% subject consists of 2 students choose “no”. s10 states “i am confident in pronouncing english songs that contain connected speech” 90% subject consists of 18 students choosing “yes” and 10% subject consists of 2 students choosing “no”. s11 states “i am happy learning connected speech by pronouncing song lyrics” 90% of the subject consist of 18 students who choose “yes” and 10% of the subject consist of 2 students who choose “no”. s12 states learning connected speech by pronouncing songs is the easy way, pleasant, and effective” 92,5% of subjects consist of 18 students choose “yes” and 7,5% of subjects consist of 2 students choose “no”. s13 states “i am easy to remember the lyrics by pronouncing the lyrics” 92,5% subject consist of 18 students choose “yes” and 7,5% subject consists of 2 students choose “no”. s14 states “saying song lyrics with connected speech makes me felt close to a native speaker” 82,5% subject consists of 16 students choose “yes” and 17,5% subject consists of 5 students choose “no”. s15 states “by saying the song lyrics, my english pronunciation is better” 92,5% subject consists of 18 students choose “yes” and 7,5% subject consists of 2 students choose “no”. the next data was collected from interviews. it was held to make this study deeper and stronger regarding the students‟ perspective on learning connected speech by pronouncing song lyrics. 10 students are chosen for this research and they were given 16 questions. all interviewee were english song lover which listened english songs every day. the first interviewee (zhr) said that she listens to the songs for more than 2 hours every night and when she did her assignment. she was confident to pronounce the lyrics because when she did not know how to pronounce the vocabulary or sometimes she just found some unfamiliar vocabulary, the singer pronounces the vocabulary correctly. she also often felt unconscious learning pronunciation from english songs. she thought learning connected speech from song is helpful and did not face difficulties so far. moreover, pronouncing the song exactly adjusts the lyrics on the tone that can practice the connected speech. it is added that she was conscious and unconscious learned connected speech from english song lyrics but she was convinced that there must contain connected speech in it. she claimed that she dislikes learning but she liked listening songs, so she knew connected speech a little bit from the songs. in her opinion, the easiest process in connected speech is linking words. she gave an example of another type that was 94,7 94,7 81,6 86,8 86,8 94,7 89,5 81,6 92,1 89,5 89,5 92,1 92,1 81,6 92,1 5,3 5,3 18,4 13,2 13,2 5,3 10,5 18,4 7,9 10,5 10,5 7,9 7,9 18,4 7,9 0 20 40 60 80 100 s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 s13 s14 s15 q=question song as medium to learn connected speech yes no jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 22 assimilation in adele‟s song “don‟t you remember” pronounce /dəʊnʧə remember/. according to her, learning connected speech by pronouncing song lyrics is very pleasant, especially for students who do not like learning. zhr also felt there is progress in her pronunciation and feel a little closed to natives. the second interviewee (el) stated that she listened english songs every carry out a task till doing the house chores. around 4 hours more she listened it on spotify or song compilation on youtube. she was confident to pronounce english songs because she understood the lyrics and its meaning. she was happy to pronounce english songs because listening is her hobby. she was also conscious to learn the pronunciation of english songs, so she played the song many times, pronounced the lyrics, and check the dictionary if she did not sure about the words. in her opinion, learning connected speech by pronouncing song lyrics is a good way. the advantage was to help and accustom the tongue to pronounce connected speech. the other word, the difficulty was in pronouncing the unclear words, so it seems hard to play without the song. she was aware that by pronouncing song lyrics she learned connected speech, pronouncing songs helped her to remember the words that used connected speech. she was so happy to learn connected speech by pronouncing song lyrics because she learned through her hobby and it made her far from boredom. one of the easiest processes of connected speech was linking words because it appeared in the lyrics often. an example is “what is it?” meanwhile, the hardest process is elision because she has not used to delete the words. she told that there is differentiation in her pronunciation after learning connected speech by pronouncing songs because she remembered the words she has learned and her speaking looks more natural like a native. the third interviewee (frh) told that she listened to songs for about 3-4 hours every day while she doing her assignment. she was confident to imitate singing and she played the song twice or more every day. even so, she still pronounces the lyrics based on what she heard. her basic knowledge about the connected speech was just a little bit, she only knew about assimilation and elision. she thought that learning connected speech by song can be done by reading the lyrics so she can see which part the lyrics is contained the process of connected speech. she found difficulty only when she heard the song for the first time. in her opinion, there were advantages to learning connected speech by pronouncing song lyrics like the tone made her remember the words which use connected speech and it helped her in pronunciation as well. she told that not only learn pronunciation, she aware if she pronouncing english song lyrics, she learned connected speech too. she noticed that lyrics in the song did not pronounce word by word. however, some lyrics were linked and some lyrics were deleted. same as the second interviewee, the third interviewee told that she is very happy to learn connected speech by pronouncing song lyrics because the lyrics use daily conversation so she knew how to use language in real life. then, the song usually repeats its lyrics made her remember the vocabulary and how to pronounce it vocab. the main thing was song did not make her get bored quickly. she thought that the easiest type in connected speech is linking words, the type she found the most frequently is intrusion like “do it” will be pronounced “dewit” and the hardest one is elision. she repeat that she was delighted to learn connected speech by pronouncing song lyrics because songs have a tone and rhythm that zeal and its lyrics use casual language which easy to remember. it different from learning from books that used formal language that rarely used in real life. last, she felt there was significant differentiation after learning pronunciation from songs because previously many words she thought it was correct in fact it was disorder. so her pronunciation right now was better and felt more confident. jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 23 the fourth interviewee (nvt) said that hear the english songs all day long in the morning, afternoon, and night. she was confident to imitate the singer singing if she had remembered the lyrics. she thought that learning connected speech by pronouncing songs was a good way and easy to understand. then she did not find any difficulty so far. in her opinion, she realized by pronouncing song lyrics she was learning pronunciation too, but she has to read the lyrics well to find if there is connected speech in the lyrics. she felt the easiest process in connected speech type was linking words. something challenging when learning connected speech by pronouncing song lyrics was too cool to enjoy the song until ignoring the lyrics. lastly, she felt close to native when she pronounces the english songs. the fifth interviewee (ala) was listened to english songs all day long. she was confident to pronounce the lyrics if she was alone because she felt little doubt about the pronunciation. she was conscious to learn pronunciation through songs but unconscious if she has been learning connected speech along with it. she added she usually repeats the lyrics that hard to read. all the type of connected speech she ever heard, but assimilation is the most difficult process in connected speech. she was song lover and english learner, so she enjoyed pronouncing song lyric which definitely contain connected speech. she perceived that learning connected speech by pronouncing song lyrics made her speak up and made pronunciation is enhanced. the sixth interviewee (idh) was listened to english songs every day for more than 5 hours. she was confident to pronounce the lyrics when nobody was around herbecuase her voice was not good enough. she assumed that learning connected speech by pronouncing song lyrics was a good way because it can practice her speaking skills and make it smoother. in her opinion, the easiest process in connected speech was intrusion nonetheless assimilation was the hardest one. occasionally, she played the song many times, so she can remember the connected speech in the lyrics. she thought that she was happy to pronounce song lyrics in the song, she also believed the pronunciation was better and her speaking skills increased. the seventh interviewee (nns) listened to it almost every day for around 10 songs. she was confident enough to pronounce the lyrics, but she sometimes was confused due to finding differentiation for every singer. she believed learning connected speech by pronouncing songs can improve her pronunciation. she realized that when pronouncing english songs there was connected speech because she always read the lyrics. nns was happy to pronounce english songs because she was a songs lover so she can learn enjoyably. pursuant to her, all of the types of connected speech was an easy process. she found all the types in the song lyrics. in the end, she told that learning connected speech by pronouncing song lyrics was very helpful and pretty enough. it made her seem close to a native speaker for sure. the eighth interviewee (mrs) said that she was very like to hear english songs because it upgraded her english. she listened to an english song for about 5-6 hours every day. she was happy and confident to pronounce english songs because she read the lyrics so she was sure she can do it. she learned the pronunciation from an english course in 2020 until now. she did know well about connected speech but she knew if the connected speech was used in english songs. in her opinion learning connected speech by pronouncing song lyrics was a very helpful and good way because students especially her almost heard english songs every day and continuously. it also made her to speak fluently without a regional accent. in the other hand, she found little difficulty when she did not recognize the lyrics which used connected speech. it made her tongue twisted but she maintain enjoyment. she thought the easiest type of connected speech was linking words and the hardest one was assimilation. lastly, she claimed that learning connected speech jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 24 by pronouncing song lyrics was an easy way and made her pronunciation better than before but has not seemed like a native speaker. the ninth interviewee (fzh) told she pretty much like to listening english songs. she always played the trending song before sleeping and on the way. she was pretty confident to pronounce the lyrics moreover she usually memorize the lyrics if she was interested. she had been learning pronunciation such as connected speech in the song consciously because she liked to imitate the rhythm of the singer. she thought that learning connected speech by pronouncing song lyrics helped her to use to hearing the natives speaking. but, she felt hard to use connected speech when the song has the quickness and used unfamiliar vocabulary. the advantage of learning connected speech by pronouncing songs was getting used to hearing natives speaking naturally. by pronouncing song lyrics, she was aware that she learned connected speech. in her opinion, linking words was the easiest type of connected speech, it was also the type that she frequently heard. for example “cup of coffee” will be pronounced linked to each other. while the hardest one was elision. in summary, she said that learning connected speech by pronouncing song lyrics was fun because she can learn enjoyably not always learned in a formal way. in addition, she felt that her pronunciation has not seemed like a native speaker but she felt more confident in speaking. the tenth interviewee (qnt) said that she loved to listening english songs very much and listened to it every day. she was confident in pronouncing song lyrics because the student felt like being able for speaking and looked close to natives, even sometimes an indonesian accent was a slip in it. the subject said that the student was very happy to pronounce english songs. from a student's perspective, when a student was not able to pronounce properly, the student prefers to imitate singing from a song because reading the text was different from its pronunciation. she knew connected speech from english course and phonology class at the university. she said that the most difficult type of connected speech was assimilation because she needed an effort to remember the letter which was similar to the other and the sound was changed. she thought the difficulty of singing english song lyrics that contain connected speech was misinterpreted if she heard songs without script, sometimes there are songs where the bit that was so fast which made some words were eliminated such as „i don‟t care‟ becomes /aiongker/. she suggested that learning connected speech by pronouncing song lyrics was better to use slow songs for a beginner. in her opinion, learning connected speech from songs was fun and efficient because in a sophisticated era, starting from children to adults can easily access songs, especially now. many music applications provided song lyrics feature, where they can listen to songs while reading and mimicking the singer. and of course, learning co nnected speech from a song made the learning process easier and more fun because learning connected speech through another way like english speech was too boring, then the vocabulary in a song was more up to date moreover native will speak according to the times. discussion 1. basic knowledge of connected speech entire students know about the connected speech from a phonology subject that they have taken in the third semester, moreover some students have known from other places like the english course. the higher students‟ proficiency level was, the better they could identify the connected speech patterns used in the natural speech flow (suleiman & qunayeer, 2020). most of the subjects also identify connected speech types and their processes. even they did not know well about it because the material that was delivered in the class is not wide and deep. the researcher also interpreted that the time is limited to jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 25 learn connected speech at length. the student‟s perspective regarding four types of connected speech will be discussed below. a. assimilation students' perspective regarding the definition of assimilation were quite good. however, there are still some students who did not familiar with the words process in assimilation. looking at the findings, assimilation has the lowest number than the other process of connected speech like elision, linking words, and intrusion. in line with the answer of the interviews, students said that assimilation is the most difficult process in connected speech. matched with the research by badawi & elabdeen (2015) that state assimilation of manner is much less noticeable, and is only found in the most rapid and casual speech; generally speaking. for that reason that is make assimilation quite hard in the process likewise include in the lyrics songs process. b. elision in this type, the student's knowledge is better. badawi & elabdeen (2015) also convey that the nature of elision may be stated quite simply: under certain circumstances sounds disappear. they know better than the previous type which is assimilation. students mostly answer “yes” in the questionnaire that contains the right statements. it means students often hear the elision process so that they can identify words that use the elision process and they can answer correctly. from that figure 3, we can see the number of students who understand about the elision was greater and the blue line that indicates good perspectives shows highest than the other types. c. linking words the answers in this type are quite varied, we can see a significant difference in s2 and s4. the only blue color in s1 which appeared means that all students knew about the example of a process in linking words. on the other hand, s4 shows that students who have not known and known about that example of linking words are similar. the chart in figure 3 shows the students‟ answers overall. bakri (2020) proposed that it is a tremendous difficulty finding word boundary situations without information on consonants to link vowels and syllables to repeat. at least two words linked together in connected speech may seem like one word. the findings of the researcher reject the related study before because students' result in the interview show linking words is the easiest process in connected speech. d. intrusion in general, students' perspective of intrusion are pretty good. they know many example processes of intrusion. although there are still parts that have not been known well. lack of awareness of this phenomenon can cost some mental effort to search for items that sound as such in the personal lexicon; while the listener is still looking for ways to segment this phrase, the speaker may be pouring out other words which require deciphering and understanding (nkongho & tize, 2021). the answer is actually like the answer in the linking words process, which is variety. some statements contain examples of intrusion processes are well recognized by the subjects but the other example is students are unfamiliar with them. besides, students‟ perspective reveal that the most frequent process that appears in the song lyrics is intrusion. jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 26 2. song usage as a medium to learn connected speech figure 6 show the whole scheme that most of the students agreed with the statements in the questionnaires regarding learning connected speech by pronouncing song lyrics. it can see from the blue line in the figure that always has a higher number than the orange one. the result of the findings shows that a high number of the students have positive responses toward students‟ perspective on learning connected speech by pronouncing song lyrics. the researcher‟s assumption in the introduction has been proven by analyzing the students‟ answers in questionnaires and interviews. from students‟ perspective, learning connected speech by pronouncing song lyrics can be an effective and fun way, especially for students who loved to listen to music or songs. nicoleta stanculea (2015) stated that songs can be an effective tool for decreasing students' anxiety and stress and also facilitating learning. pronouncing songs along can help to increase students' confidence in their ability to pronounce words in english. in line with newest research from alsadae & sase (2022) that revealed songs are favourable methods for learning pronunciation. that matter is clearly similar to students‟ answers in questionnaires and interviews. they are confident to pronounce the song lyrics while learning connected speech. the researcher has some hopes for future studies. first, future researchers can conduct the research in this field deeper seeing this kind of study is still a small number. second, the result of this study can be a source and reference in the research, and the last the lecture perception is better involved in order to see the perspective from another glass. conclusion from the entire description above, it can be concluded that students‟ knowledge about connected speech material is good enough, but some processes of connected speech have not been known well. students who loved songs and listening to english songs for around 4-6 hours every day have a positive perspective regarding songs as a medium to learn connected speech. they read the lyrics while pronouncing the song, it helps them to learn connected speech in the song lyrics. all students agree if they are happy, enjoy, and confident by pronouncing english songs containing connected speech. by pronouncing the song lyric, the pronunciation of english is easier, better to listen to, and closer to native. in conclusion, it can be said that the problems stated in the introduction such as students' difficulty when listening to the native speaker speaking, bad pronunciation, shame, less fluency, and even no connected speech are tackled. moreover, they can learn without boredom because they learn in the way they loved. acknowledgement alhamdulillah, first of all very big thanks to allah swt who have been giving me mercies and blessings. then, many thanks to many parties who have supported me in making this research. they are ms, roifah, mr. sulton, mr, pram, and ms, ame. they had given feedback, advice, idea, time, and energy. big grateful to my beloved parents who have prayed for me and given financial support to the study. i also thank my friend, annisa, who has been accompanying, providing encouragement, and giving me positive affirmations during the process of making this paper. references akram, m., & qureshi, d. (2014). the role of features of connected speech in teaching english pronunciation. international journal of english and education, 3(3), 230–240. aldaihani, f., & data, b. (2021). justification for adopting qualitative research method, research approaches, sampling strategy, sample size, interview method, saturation, jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 27 and data analysis. journal of international business and management, december 2021, 0–11. https://doi.org/10.37227/jibm-2021-09-1494. alsadae, s., & sase, a. (2022). the use of song in teaching english pronunciation (students and teachers‟perceptions). ممممم مممم, 672–692. badawi, m., & elabdeen, z. (2015). problems encountered by non-native speakers in understanding connected speech of english native speakers. sudan university of science and technolog. bakri, u. (2020). an analysis of connected speech in a song entitled “count on me ”by bruno mars: a content analysis on textbook of curriculum 2013 for junior high school. pandawa : jurnal pendidikan dan dakwah, 2(september), 515–529. https://doi.org/https://doi.org/10.36088/pandawa.v2i3.1344. clarke, s. (2014). introduction to research. an introduction to theory and reasoning in nursing: fourth edition, june, 226–259. https://doi.org/10.5014/ajot.48.11.1106a. creswell & creswell. (2017). research design research design. research in social science: interdisciplinary perspectives, september, 68–84. hafira, p., & misnawati, m. (2014). students‟ realization of connected speech aspects. journal on english language teaching & learning langauge and literature, vol 2, no1. https://doi.org/10.24256/ideas.v2i1.132. hamad, p. (2014). teaching aspects of connected speech for second year students at university level. zanco journal of humanity sciences, 18(1), 205. lasabuda, n. (2017). an identification of students‟ difficulties in pronunciation. al-lisan. journal bahasa, 2(2), 17–24. http://journal.iaingorontalo.ac.id/index.php/al%0a$1. marwa, d. (2019). a descriptive study on the students’ perception of clasrrom activities in teaching speaking at sma it abdurrab pekanbaru. in نهل م state islamic .ال university of sultan syarif kasim riau. musrifah, s. (2018). improving students’ listening comprehension by teaching connected speech. ar-raniry state islamic university darussalam. nicoleta, a. (2015). teaching pronunciation through songs. journal plus education, 7, 172– 179. nkongho, m., & tize, p. (2021). aspects of connected speech: an exploratory study on esl student-teachers of the higher teachers training college maroua. in international journal of english language and linguistics research (no. 2053–6305; vol. 9, issue 2). putra, a. (2018). using video to improve pronunciation of the second years students of fki uir pekanbaru. international journal of language teaching and education, 2(1), 19–24. https://doi.org/10.22437/ijolte.v2i1.4519. rahmania, a., & mandasari, b. (2021). students‟ perception towards the use of joox application to improve students‟ pronunciation. journal of english language teaching and learning (jeltl), 2(1), 39–44. http://jim.teknokrat.ac.id/index.php/english-language-teaching/index. romero, m., bernal, l., & olivares, m. (2012). using songs to encourage sixth graders to develop english speaking skills (no. 1576; vol. 14, issue 1). rosa, m. (2002). don‟cha know? a survey of esl teachers‟ perspectives on reduced forms instruction. second language studies, 21(1), 49–78. setia, r., rahim, r., nair, g., adam, a., husin, n., sabapathy, e., mohamad, r., so‟od, s., md-yusoff, n., razlan, r., jalil, n., kassim, r., & seman, n. (2012). english songs as https://doi.org/10.37227/jibm-2021-09-1494 https://doi.org/https:/doi.org/10.36088/pandawa.v2i3.1344 https://doi.org/10.5014/ajot.48.11.1106a https://doi.org/10.24256/ideas.v2i1.132 http://journal.iaingorontalo.ac.id/index.php/al%0a$1 https://doi.org/10.22437/ijolte.v2i1.4519 http://jim.teknokrat.ac.id/index.php/english-language-teaching/index jannah learning connected speech by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2022. vol.9 no.1 | page 28 means of aiding students‟ proficiency development. asian social science, 8(7), 270– 274. https://doi.org/10.5539/ass.v8n7p270. simon, m., & goes, j. (2013). scope, limitations, and delimitations. disser, 2000–2002. suleiman, h., & qunayeer, a. (2020). the relationship between english language proficiency level and comprehension of connected speech aspects. british journal of english linguistics, 8(2), 35–57. suwartono, t., & mayaratri, p. (2019). songs helped them learn the english connected speech. jurnal bahasa lingua scientia, 11(1), 149–151. https://doi.org/10.21274/ls.2019.11.1.59-68. wijaya, s., yanti, i., & wijaya, a. (2019). the analysis of students‟ critical thinking in writing hortatory exposition text. proceeding umsurabaya, 208–219. http://103.114.35.30/index.php/pro/article/view/3009. yanti, r., harahap, y., & al-washliyah, u. (2022). the effect of using english song to improve students‟ pronunciation by 7 medan. journal pusat studi pendidikan rakyat, 2(1), 1–10. yates, l., & zielinski, b. (2009). give it a go: teaching pronunciation to adults. http://www.ameprc.mq.edu.au/resources/amep_fact_sheets%5cnburns,%5cnhttp://ww w.ag.gov.au/cca. https://doi.org/10.5539/ass.v8n7p270 https://doi.org/10.21274/ls.2019.11.1.59-68 http://103.114.35.30/index.php/pro/article/view/3009 http://www.ameprc.mq.edu.au/resources/amep_fact_sheets%5cnburns,%5cnhttp:/www.ag.gov.au/cca http://www.ameprc.mq.edu.au/resources/amep_fact_sheets%5cnburns,%5cnhttp:/www.ag.gov.au/cca jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.114-119 doi:10.33394/jo-elt.v10i1.7854 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 114 toward efl students’ critical thinking: how effective value line learning strategy is? #1 heri hidayatullah, *2 siti syafi’atul qomariyah #1 english lecturer, faculty of culture, management and business, mandalika university of education, indonesia *2 english lecturer, faculty of culture, management and business, mandalika university of education, indonesia corresponding author email: herihidayatullah@undikma.ac.id a b s t r a c t s a r t i c l e i n f o critical thinking in the academic context is considered paramount due to indonesian government regulations. however, developing such skills needs extraordinary effort. accordingly, this present research aimed to examine one out of so many strategies called value line learning (vll) strategy toward such skills in speaking and writing classes. an experimental research with one group pretest-posttest design was applied aiming at measuring the current strategy for two times (before and after exposing a non-random group of participants to a certain treatment). this study was conducted at ma nurul ulum where the population was all students of a class consisting of 21 students due to the total sampling was applied. the instrument of the research was a critical thinking selfassessment questionnaire which has been measured its validity and reliability. the data obtained were then analyzed to calculate the mean, standard deviation, and t-test using spss. the findings showed that the mean score of critical thinking in the pre-test was 45.2381 and 78.0952 in the post-test. it meant that there was an improvement in the mean score before and after applying vll strategy. next, the result of testing the hypothesis using a t-test was 38.548 with a level of significant .000. it could be concluded that the value line learning (vll) strategy was effective towards the students’ critical thinking skills. article history: received: may, 2023 revised: june, 2023 published: june, 2023 keywords: critical thinking, value line learning (vll) strategy, speaking and writing classes, how to cite: hidayatullah, h., & qomariyah, s. (2023). toward efl students’ critical thinking: how effective value line learning strategy is?. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 114-119. doi:https://doi.org/10.33394/jo-elt.v10i1.7854 introduction in today's era, social media facilitates netizens to interact with or without knowing each other. in such interactions, feedbacks and comments toward the post and news often contain hatred which in turn arouses polemics (ningrum et al., 2019). they continued that such hateful comments are opposed to not only the concept of politeness but also communication ethics. there are so many factors why such hateful comments are expressed like freedom, human right, anonyms available in social media, and so on. the hatred expressions in social media are often hidden on behalf of the word critics however these two terminologies are absolutely different. the word critics integrate into critical thinking which is supposed to be more complex and it becomes the objective of the government to be achieved by learners in all contexts (permendikbud 81a of 2013). the mailto:herihidayatullah@undikma.ac.id hidayatullah toward efl students’ critical ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 115 importance of critical thinking is clearly stated in the indonesian curriculum which the students are needed to be able to communicate, think critically and creatively. literature regarding critical thinking skills describes that it includes the knowledge of constructing a series of interrelated critical questions, and the ability and willingness to ask and answer questions at appropriate times (browne & keeley, 2007). such knowledge refers to a description where someone views something from different aspects in order to accumulate a variety of reasons which in turn come to a certain decision. according to ennis (2011) states that critical thinking is reasonable and reflective thinking focuses on deciding what to believe or do. the term critical thinking requires students to do an analysis, make self-questions, do an evaluation, and do interpretation toward an issue. however, when the activity is in reading, such terminology is closest in meaning to critical reading. they distinguish in terms of activities where the former looks more general than the latter. next, they seem to be the same in the context of how to have them. imran and hidayatullah (2020) stated that having critical reading skills requires a good and appropriate plan. further, the requirement of having a good and appropriate plan might be determined by the teachers’ pedagogical competence (hidayatullah & qomariyah, 2022). one of so many teaching strategies that can be applied by teachers in developing the learners’ critical thinking is value line learning (vll) strategy. this kind of strategy has been applied and then improved the students’ critical thinking when speaking (sudirman & tawali, 2022). however, inconsistency appears in such articles, especially between the research problem and the conclusion. further, this present research tried to re-examine how effective such a strategy toward the students’ critical thinking with different research subjects. the vll strategy basically belongs to cooperative learning since its activities focus on the students (crawford et al., 2005). they continued that it helps students 1) pay attention to a certain issue and then decide what to think about it; 2) recognize to varying opinions about the same issue; 3) and take a position on an issue as well as state their reasons for it. due to the students’ activities which involve their cognitive activity, it might be stated that such strategy matches to be applied in the context of critical thinking. the teaching procedures of vll strategy according to crawford et al. (2005) consist of seven steps namely: 1) posing questions to the whole class in order that the students share their opinions which then vary from a strong “yes” to a strong “no.” the example question of this step is “do you think that protecting our environment is more important than getting someone’s needs?”; 2) the student comprehends the question and he or she is allowed to write his/her answer; 3) both teacher and students are at the opposite position then state extreme opinions toward the issue; 4) the teacher asks the students to take their place following the line in between the two opinions where they agree with more; 5) the students are warned to discuss the issue they agree with aiming to the question unless they should move one way or another; 6) the students are allowed to continue discussing their responses on both sides of them; 7) a representative student is asked to state their small groups’ position toward the issue. the student who changes their mind after listening to the representative statement is allowed. the activities of the classroom considering the whole steps of such strategy seem to create joyful learning because they like moving around in class and sharing with others. next, the students were led to acquire meaningful learning in terms of critical thinking. at least, the students were also trained to work cooperatively in a challenging nuance. accordingly, this current research examined whether value line learning (vll) strategy is effective or not in the teaching of critical thinking skills at ma nurul ulum. hidayatullah toward efl students’ critical ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 116 research method research design in this study, the researchers applied one group pretest-posttest design. it is a type of quasi-experiment in which the outcome of interest is measured two times (before and after exposing a non-random group of participants to a certain treatment). this research design is characterized by two features; (1) the use of single-group participants. this feature denoted that all participants are part of a single condition. it means that all participants are given the same treatments and assessments. and (2) a linear ordering that requires the assessment of a dependent variable before and after a treatment is applied. there are some advantages of applying this design; feasible when the random assignment of participants is considered unethical, feasible when randomization is impractical, requires fewer resources than most designs, and no temporality. it can be seen in figure 1. 1 pre-intervention 1 post-intervention measurement measurement before treatment after figure 1. one group pretest posttest design population and sample this study was conducted at ma nurul ulum. the population of this study was all students of class xi majoring in islamic religion consisted of 21 students. sugiyono (2013) stated that the population could be humans and or objects in the area where the research is conducted. he stated that a sample part of the population where in the current study was 21 students of class xi who were chosen using a sampling technique. instruments the instrument used the critical thinking self-assessment questionnaire. according to facione (2016) and bloom et al. (1956) there are seven frameworks of critical thinking namely: systematic, judicious, analytic, confident, open-minded, truth-seeking, and inquisitive. there were 10 questions in the questionnaire by which the respondents could choose 1 out of 5 options. the five options were started from 1 (not very agree), 2 (not agree), 3 (fairly agree), 4 (agree), and 5 (very agree). data analysis this study used a questionnaire as the instrument, so to determine true or not the instrument need validity. validity is a measure of the degree of validity or validity of a research instrument. validity refers to how accurately a method measures what it is intended to measure. if a study has high validity, it means that it produces results of real properties, characteristics, and variations in the physical or social world correspond. the result of validity showed that the score is higher than the r-table can see in table 1. hidayatullah toward efl students’ critical ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 117 table 1 result of validity x1 x2 x3 x4 x5 x6 x7 r-test 0.519 0.510 0.636 0.539 0.532 0.528 0.662 r-tabel (0.05%) 0.433 0.433 0.433 0.433 0.433 0.433 0.433 description valid valid valid valid valid valid valid variant 1.447 1.431 1.361 1.864 1.918 1.623 0.719 reliability refers to how consistently a method measures something. if the result can be consistently achieved by using the same methods under the same circumstances, the measurement is considered reliable. the result of reliability was 0.501 higher than the r-table which was 0.433. it means that the instrument was valid and reliable. high reliability is one indicator that the measurement is valid. if a method is not reliable, it probably is not valid. the data of students’ critical thinking self-assessment in the five-point likert rating scale 1 to 5 (5 = very high, 4 = high, 3 = medium, 2 = low, and 1 = very low) was analyzed to calculate mean, standard deviation, and t-test using spss 16. research findings and discussion research findings all the data are distributed normally and homogeneously. the quantitative data obtained from the pre-test and post-test of the critical thinking self-assessment questionnaire was analyzed using spss version 16. the mean score of critical thinking in the pre-test was 45.2381 and in the post-test was 78.0952. it meant that there was an improvement mean score of critical thinking before and after applying the treatment. the result of the statistics of the pre-test in detail can be seen in table 2. tabel 2 statistics of pre-test n mean std. deviation std. error mean experimental class 21 45.2381 13.64516 2.97762 table 2 described the position of the students’ critical thinking before applying vll strategy. it was 21 students did the pre-test and the average score fell in 45.23. in accordance with the minimum passing grade which had been settled by the school or government, such a score was still far from expectation. due to such conditions, preparation of applying vll strategy in the form of a lesson plan was provided for some meetings. afterward, the pre-test was then distributed and the result of the statistics of the pre-test in detail can be seen in table 3. tabel 3 statistics of post-test n mean std. deviation std. error mean experimental class 21 78.0952 9.28388 2.02591 table 3 showed that the students’ critical thinking after giving treatment for some meetings reached 78.09 of the mean score. this mean score was higher than the score obtained before treatment. after having pre-test and post-test scores, the researchers continued to examine them using a t-test that could be seen in table 4. hidayatullah toward efl students’ critical ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 118 table 4 t-test test value = 0 t df sig. (2tailed) mean difference 95% confidence interval of the difference lower upper experimental class 38.548 20 .000 78.09524 73.8693 82.3212 the result of the testing hypothesis showed 38.548 at the level of significant .000. it meant that value line learning strategy toward efl students’ critical thinking. discussion this current research was intended to measure whether vll strategy is effective toward the students’ critical thinking or not. in accordance with the result of the data analysis by which the t-test score was 38.548 at the level of significant 0.000, it meant that such a strategy was effective to be used in order to develop the students’ critical thinking. next, the t-test score was considered valid due to the researchers did the validity and reliability of the instrument before distribution. in addition, the application of vll strategy was wellprepared which was in the form of the lesson plan. in other words, the alternative hypothesis was accepted and the null hypothesis was rejected. accordingly, it could be stated that the effectiveness of vll strategy toward the students’ critical thinking was in line with what had been found by sudirman and tawali (2022). their research proved that using vll strategy could enhance their students' critical thinking when speaking was 80.86 and their writing score was 80.57. the mean score and the value of the t-test obtained in this current proved the effectiveness of vll strategy could not be separated from the nuance created during its application. at the first step, the issues were attractive where the technology usage assisted and led the students to decide on the issue being dug up. next, each of the groups with the help of the teacher verified the same opinions. at last, all groups took their position on the issue as well as drawing conclusions. due to the created nuance at the first step, the students were led to make a decision dealing with the issue and move from one place to another place in finding references. such condition seemed to let the students feel free and enjoyed the learning which in turn aroused the students’ interest and motivation. all in all, joyful activities during the implementation of vll was assumed no different from joyful learning created by the usage of the game as was found by ariawan and pratiwi (2017). they succeeded to improve the fourth-graders of elementary school in the context of reading comprehension. bhakti et al. (2018) reported that the happiness learning model could develop the students’ potency which in turn builds their mental, healthy, and pleasant surroundings. in accordance with the limitation of this current study by which the researchers only focused on the students’ critical thinking in the context of speaking and writing, they recommended to examine this current strategy to other variables but still in language skills. conclusion this current study examined the effectiveness of value line learning (vll) toward the students’ critical thinking skills. in accordance with the result of the data analysis in which the mean score of critical thinking in the pre-test was 45.2381 and in the post-test was 78.0952. after conducting the t-test at the level significant of .000, it was found that the value of such a test was 38.548. it could be concluded that the null hypothesis was accepted and the hidayatullah toward efl students’ critical ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 119 alternative hypothesis was rejected. in other words, the vll strategy was effective toward the students’ critical thinking of ma nurul ulum. references ariawan, v., & pratiwi, i. (2017). joyful learning strategy using game method of treasure clue to improve reading comprehension skill. jurnal prima edukasia, 5(2), 203-210. https://doi.org/10.21831/jpe.v5i2.11601 bhakti, c. p., ghiffari, m. a. n., & salsabil, k. (2018). joyful learning: alternative learning models to improving student’s happiness. jurnal varidika, 30(2). 30-35. https://doi.org/10.23917/varidika.v30i2.7572 bloom, b. s. (ed.), engelhart, m. d., furst, e. j., hill, w. h., & krathwohl, d. r. (1956). taxonomy of educational objectives: the classification of educational goals. handbook 1: cognitive domain. new york: david mckay. browne, m. n., & & keeley, m. m. (2007). asking the right question: a guide to critical thinking (8rd ed). person education, inc. upper saddle river. new jersey. crawford, a., mathews, s., makinster, j., & saul, e. (2005). teaching and learning strategies for the thinking classroom. published by the international debate education association. https://www.researchgate.net/publication/260002800_teaching_and_learning_strateg ies_for_the_thinking_classroom ennis, r. h. (2011). the nature of critical thinking: an outline of critical thinking disposition and abilities. university of illinios. facione, p. a. (2016). critical thinking: what it is and why it counts peter a. proceedings of the world molecular imaging congress 2016, new york, new york, september 710, 2016: general abstracts. mol imaging biol 18 (suppl 2), 1–1278 (2016). https://doi.org/10.1007/s11307-016-1031-0 hidayatullah, h., & qomariyah, s. (2022). vocational high school teachers’ pedagogical competence in teaching english. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 217223. https://doi.org/10.33394/joelt.v9i2.6641 imran, f., & hidayatullah, h. (2020). efl critical reading syllabus and materials for students of the english department. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 51-56. https://doi.org/10.33394/jo-elt.v7i1.2747 ningrum, d. j., suryadi, s., & chandra wardhana, d. e. (2019). kajian ujaran kebencian di media sosial. jurnal ilmiah korpus, 2(3), 241–252. https://doi.org/10.33369/jik.v2i3.6779 peraturan mendikbud ri nomor 81.a tahun 2013 tentang implementasi kurikulum. retrieved june 14, 2023 from https://luk.staff.ugm.ac.id/atur/bsnp/permendikbud81a2013implementasik13lengkap.pdf sudirman, & tawali (2022). implementing value line learning strategy in increasing students’ critical thinking in speaking skill. jurnal ilmiah mandala education (jime), 8(1), 967-976. http://dx.doi.org/10.58258/jime.v8i1.2748 sugiono. (2013). metode penelitian kuantitatif, kualitatif, dan r&d. bandung. alfabeta. https://doi.org/10.21831/jpe.v5i2.11601 https://doi.org/10.23917/varidika.v30i2.7572 https://www.researchgate.net/publication/260002800_teaching_and_learning_strategies_for_the_thinking_classroom https://www.researchgate.net/publication/260002800_teaching_and_learning_strategies_for_the_thinking_classroom https://doi.org/10.1007/s11307-016-1031-0 https://doi.org/10.33394/joelt.v9i2.6641 https://doi.org/10.33394/jo-elt.v7i1.2747 https://doi.org/10.33369/jik.v2i3.6779 https://luk.staff.ugm.ac.id/atur/bsnp/permendikbud81a-2013implementasik13lengkap.pdf https://luk.staff.ugm.ac.id/atur/bsnp/permendikbud81a-2013implementasik13lengkap.pdf http://dx.doi.org/10.58258/jime.v8i1.2748 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.12-25 doi:10.33394/jo-elt.v10i1.6972 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 12 a textbook analysis of “my next words” for the fifth grade elementary school #1 pipit novianti, *2 evi karlina ambarwati #1 english student, faculty of teacher training and education, universitas singaperbangsa karawang, indonesia *2 english lecturer, faculty of teacher training and education, universitas singaperbangsa karawang, indonesia corresponding author email: 1910631060040@student.unsika.ac.id a b s t r a c t s a r t i c l e i n f o textbooks are one of the materials used in the teaching and learning process. textbooks have many benefits and important components in achieving the goals of the needs of learners (cunningsworth, 1995). a qualitative method was conducted in this study. in brief, a descriptive qualitative research design was used to analyze and investigated an english textbook entitled student‟s book “my next words” for elementary school published by the ministry of education and culture. the research data were collected from the content of the english textbook. to reveal the english textbook's content and appropriateness, this present study explored and researched an english textbook entitled student‟s book "my next words" for elementary school that applied merdeka curriculum. following the bsnp (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching english to young learners. even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved. article history: received: january, 2023 revised: may, 2023 published: june, 2023 aug 2018nline 09 sep 2018 keywords: efl textbooks, content analysis, english for young learners, how to cite: novianti, p., & ambarwati, e. (2023). a textbook analysis of “my next words” for the fifth grade elementary school. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 12-25. doi:https://doi.org/10.33394/jo-elt.v10i1.6972 introduction textbooks are one of the materials used in the learning process. as a media of teaching and learning, textbooks play a major role and are one the important points in educational inputs (altbach et.al., 1991). textbooks have many benefits and important components in achieving the goals and objectives of the needs of learners (cunningsworth, 1995). textbooks have various uses in the learning process because textbooks provide a handle to teachers and students about valuable inputs such as materials, exercises, instructions, texts, and understanding in achieving educational goals. the existence of textbooks itself is easy for us to find. there are various types of textbooks with various formats and different orders. it might be challenging to choose textbooks that are suitable for the teaching and learning process. therefore, as educators, we must be good at choosing textbooks that are compatible with the material and the curriculum and with the students' conditions, especially in english language learning. as a result of the application of the curriculum, the textbook must follow the implementation of schools (byrd, 2001). mailto:1910631060040@student.unsika.ac.id novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 13 moreover, most influential teachers in indonesia rely heavily on textbooks to facilitate learning (romdania, 2021). in line with this, the educators must be able to choose the types of textbooks that will be used as a reference in carrying out learning because a good english textbook also can help teachers and learners develop the learning process to increase their skills and achieve learning output. there are many good textbook evaluation criteria according to some experts, for example (wong, 2009; as cited in akbar, 2016) stated that there are several criteria that the textbooks must have to be used as a good efl textbook such as linguistic content, cultural or real world, clear instruction, and also practical. this was also proposed by (cunningsworth, 1995; harmer, 2007; as cited in meliawati et al., 2020), who argue that some criteria must be met by a text for that to be used as a source of learning. the eight criteria seem to be (1) goals and approaches, (2) design and organization, (3) language content, (4) skills, (5) topics, (6) methodology, (7) practical considerations, and (8) instructions. besides that, indonesia has a national education standards agency (bsnp). the role is to analyze the textbooks and determine the quality of the textbooks used. the national education standards agency has several stated criteria which have been adjusted to minister of education and culture number 8 of 2016 concerning books used by the education unit to assess the feasibility of textbooks used in the learning process. content/material, language, presentation of material, and graphics are among the criteria. afriani et al. (2019) state that most efl textbooks in indonesia hold on other cultures beyond indonesian, such as japanese, arabic, malaysia, british, american, korean, and so on. it is important to know the books used during teaching and learning activities. teachers must know whether the book to be used is appropriate and suitable to be used as a learning medium. as in the previous explanation, textbooks are an important component and play a major role as a learning media especially in english language teaching, because in the textbooks we find not only learning materials, but textbooks as well contain instructions to guide the activity in the class (romdania, 2021). the textbook has a purpose to complete the teaching objectives. it also contains exercises that the students will take part in it. previous research is relevant to this study, one of which is based on gunantar (2017) research entitled analyzing english as a foreign language (efl) textbooks from the perspective of indonesian culture, which examines three english textbooks for junior high school published by pusat perbukuan departemen pendidikan nasional tahun 2008. this study uses a descriptive-qualitative and simple qualitative research design. testing and evaluating the data by analyzing and examining the cultural contents in english textbooks based on byram‟s checklist criterion. the result showed that the researcher believed the material content of these english textbooks included the topic of indonesian culture with concerns on two kinds of culture; local and „localized culture‟. yanti and wirza (2022) conducted the second previous study, gender representation in the textbook for vocational school students in indonesian efl settings. using the framework proposed by, this study aims to investigate gender representation in an indonesian efl textbook for vocational school students (amerian & esmaili, 2014). the data in this study were analyzed using critical discourse analysis and content analysis. the result of this study showed that pinpoints if males have dominated five among eight categories, i.e. representation toward semantic roles, representation toward the title, representation toward the order of appearance, representation toward activities, and the representation of males toward generic construction. another researcher, ayu and indrawati (2018) also explored the evaluation of efl textbooks. this study used qualitative research, specifically content analysis. the research was based on the content of the english textbook bahasa inggris sma/ma/smk/mak kelas x semester 1 used by tenth graders. the findings revealed that novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 14 the textbooks perfectly matched the characteristics of the student-centered approach in the learning method. previous research has primarily focused on identifying the cultural themes and gender representation covered in efl textbooks and evaluating the task presented in the textbooks. the current study aims to explore and research the content in the english textbook student's book 'my next words' for elementary school to fill these gaps. this study aimed to explore and research the appropriateness of an english textbook published by the ministry of education and culture based on the four bsnp evaluation criteria (2017). as the implementation of the new curriculum, merdeka curriculum, most of the elementary schools in indonesia were re-applied in english as the course of the school itself. therefore, as a new teaching media in teaching english for young learners, this english textbook need to be explored and researched, which can help the educators, especially those who teach in elementary schools, to choose the appropriate materials and know the contents of english textbooks used in their class. research method this research applied qualitative study that is content analysis. anderson (2007) defined content analysis as applied to any studies including language studies, which focused on analyzing the content of certain matter through classification, tabulation, and evaluation. the strength of qualitative is concentrating on specific situations and focusing on words rather than a number. it deals with this study that needs to explore and research in the form of description and analysis or evaluation of the content of this english textbook. research design dealing with the analysis of textbooks, this research can be classified as a descriptive qualitative research design. bodgan and biklen (2003) state that descriptive is the features of information in qualitative studies that collect the data from documents, audio-video recordings, transcripts, words, pictures, etc. this study used a qualitative research design to analyze and investigate an english textbook. in brief, the research design used to analyze and investigated an english textbook entitled student‟s book “my next words” for elementary school published by the ministry of education and culture that was categorized as descriptive qualitative content analysis. materials figure 1 is the overview of the book that was used in this project. figure 1. english textbook “my next words” cover novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 15 1 book title : student‟s book my next words for primary school 2 authors : eylc team 3 number of pages : 124 pages 4 year of publication : 2021 5 publisher : ministry of education and culture 6 place of publication : jakarta 7 aimed at : 5-grade primary school students 8 isbn : 978-602-244-511-1 and 978-602-244-747-4 instruments this study's data was gathered from the content of the english textbook student's books "my next words" for elementary school, which was used by the fifth grade. the ministry of education and cultural affairs published this textbook. this textbook was designed for primary school learners in indonesia. student’s books “my next words” for elementary school semester 1 & 2 has 136 pages. the writer used documentary analysis to collect the data in this study. data analysis the data collection was analyzed qualitatively. as a data source, the writer analyzed and investigated the english textbook "my next words" for the fifth grade of primary school. the data in this study were analyzed and investigated through the content description and analysis. the writer examined the content of this english textbook in this study. an english textbook entitled student’s book my next words for elementary school was published by the ministry of education and culture in 2021. the objective of this research would be to analyze and investigate the content of textbooks by using four bsnp evaluation criteria (2017). content/material, language, presentation of material, and graphics are among the criteria. research findings and discussion research findings this research was analyzed and investigated an english textbook entitled student's book "my next words" for elementary school using a content analysis method. this study purposed to find out whether the english textbook entitled student's book "my next words" for elementary school met the criteria for evaluating textbooks and explained the relevance of english textbooks to the merdeka curriculum. to answer the first research question, four criteria were used in this study: "does an english textbook entitled student's book "my next words" for elementary school meet the criteria for a good efl textbook as proposed by bsnp (2017)?" (1) material, (2) language, (3) presentation of the material, and (4) graphics are the four criteria. based on data from content analysis, it was discovered that the english textbook student's book "my next words" for elementary school meets the criteria for a good efl textbook proposed by bsnp (2017) and is useful for use as a medium for learning english, particularly in the context of english for young learners (eyl). based on the problem discussion, this research was carried out by analyzing and investigating the content of this english textbook as suggested by bsnp (2017). the results of the analysis are as follows. novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 16 1. materials table 1 eligibility in material aspects aspect component materials 1. maintain the accuracy of the material, and can reflect the national education purposes. 2. using sources of information that are both theoretically an ex experimentally solid. 3. encourage the independence and innovation of students. 4. motivate and develop students‟ abilities. 5. maintain national unity while honoring the diversity. the material in this english textbook can maintain the correctness as well as precision of the material. the learning materials displayed in this book are published according to the authenticity of the conditions found in the surrounding environment. the latest data and concepts can also be found well and clearly. in addition, some materials can help to accomplish national education purposes, as a means of creating morally upright, creative, independent, and democratically engaged individuals. with the procurement and use of this book in a lesson, educational goals will be achieved easily. because this book contains basic english materials that are easy to understand, and given learning instructions, its mean easily understood and conducted by english young learners, that this book is also equipped with pictures, instructions, and assignments that can train students to be capable, independent, and creative in undergoing instruction contained in the book (as in page 112, 113). the use of language, both grammar and structure of the material has followed the rules of good and correct use in the english language. because this book has gone through several examination processes, such as authors, reviewers, editors, etc. in addition, the sources of learning materials used also come from empirical sources such as on page 88, the authors teach about the comparative adjective meaning, in this section they put many pictures for compared with each other‟s. for example, the giraffe is taller than the deer and the deer is shorter than the giraffe and the authors were put the picture of the giraffe and the deer between the text. so, they can learn easily by look at the pictures and read the text. it is suitable for the english young learners which need to learn easily and so fun. using english writing books can also foster independence and innovation for students. every material and exercise used seems to foster independence in thinking and innovating. for example, as in unit 6 (pages 64-66), students can find an exercise sheet and are asked to arrange words to become a whole sentence. and there is also a sheet for students to create a short story based on their experiences. this is can stimulate students to independently innovate in completing the exercises in the book. this english textbook can also be used as a place for students to innovate in developing the potential that exists in themselves. for example, in this book there are puzzles or reflection sheets for each chapter and some exercises to develop and measure their skill. in addition, through this reflection sheet, teachers can also monitor each student's progress. (as on page 45; unit 5, pages 52-54). in this book, several materials raise cultural elements in indonesia, such as tribal races, traditional houses, traditional foods, etc. for example, this book uses illustrations of characters representing tribes in indonesia, such as giving the names made, joshua, cici, aisyah, and kimi to each character (page xi). hoped that students can learn to respect others and uphold an attitude of tolerance and nationalism. ( as in unit 10, pages 103, 107-110). novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 17 figure 2. sample picture of used the illustration to gain nationalism according to some criteria in table 1, each criterion has been fulfilled in this english textbook. in this textbook, all material aspects can be loaded well and clearly. so that this is expected to be able to facilitate the learning process among english young learners and achieve the national goals of indonesian education as contained in law no.20 chapter 3 of 2003 concerning the national education system. 2. linguistic table 2 eligibility of linguistic aspects aspect component linguistics 1. the language is used precisely, directly, and appropriately for learners. 2. illustration of the material can be clarifying the content. 3. the language used is easy to understand and conveyed a positive message. 4. the title in each part of the textbook is harmonious. the language is used with clarity, directness, and precision while age-appropriate. this english textbook "my next words" for fifth grade has been designed according to the age development of students. in addition, learning materials are also contained in the form of language and simple text, so that the information contained is easier for students to comprehend. as in unit 2, page 13, the authors presented the theme with "i want an ice cream cone". with the bolded font size at the left end of the book display, the use of this language is also made clear by the illustration of children buying ice cream cones with happy faces. illustrations of the material can be clarifying the content. this book does an excellent way in presenting the illustration and images. almost every page in the book contains illustrations or drawings to clarify its material. the presentation of this illustration is effective in helping students in understanding the learning materials. as in unit 4, page 39, students can identify different types of common health problems through an illustration. for example, there is a picture of aisyah who is experiencing stomach pain, with aisyah's character holding her stomach, and clarified with the caption "i have a stomachache after eating spicy food". from this illustration, students can identify that aisyah's character is feeling stomach pain due to the spicy food she eats. in addition, the illustration presented attractively can increase students' attention to understand the material further. the language used is easy to understand and conveyed the positive message. the language used in this english textbook is polite and educational according to the level of novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 18 development of students in grade 5 elementary school (for example, in unit 2, page 15; unit 3, pages 22 & 23). students can find an illustration of a mother asking her child to help her make a glass of orange juice. not only that, in the theme "students can make sentences using vocabulary foods and drinks and their quantifying nouns", students are also asked to complete the sentences. through the illustrations, students can learn to do good and be devoted to those around them. in addition, in each material presented, there are also positive messages that expected to be able to foster the motivation and innovation of students in learning. every section of the textbook has a coherent designation. the title of each section of the material is written clearly and in a larger font size so that learners can distinguish between the title and the material. furthermore, each title or section of information is accompanied by illustrated images, which adds appeal and aids students in learning the material more thoroughly (e.g. unit front cover, unit 1, 2, 3 – unit 10). the use illustration here also contains implicit messages about the material students will study. as in unit 1, the theme is "what delicious bakso!", here the author uses a presentation with an illustration of a student buying meatballs. it can be known there is a harmony between the theme and the illustration used. the author uses food illustrations because they want to teach a language that focuses on the types of flavours found in food. likewise, those found in units 2, 3 – 10. each criterion of table 2 fits well and clearly, in the english textbook "my next words" for fifth-grade students. as we know the use and presentation of language, illustrations presented in a learning book become the main component that helps learners understand every material contained in it, in other words, this is very important in helping students gain knowledge and understanding of themselves. figure 3. sample picture of used the illustration clearly novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 19 3. presentation of the material table 3 eligibility of presentation of the materials aspect component material presentation 1. the material of the textbook is presented attractively. 2. students are drawn to illustrations, both text, and images. 3. the use of illustrations of material should not reflect radicalism, extremism, racism, pornography, or gender bias. 4. the material can stimulate critical thinking. 5. contains contextual insights. 6. the material is presented excitingly. the material of the textbook “my next words” is presented attractively. in addition, this material provided is also arranged in a simple context to students' development level. the material in this book can keep the integrity of the meaning as stated in the table of contents (page viii). in line with the explanation of the material discussed in table 2, in the textbook "my next words" there are also illustrations/images that are useful for clarifying the purpose or purpose of the material. material illustrations, text, and images are interesting and following the child's age development. e.g. unit 5, page 52. look at the picture below! figure 4. sample of the illustrations used to clarify and convey the meaning the illustrations tell about everyday life that children often do: playing together. from the picture, you can see cici inviting aisyah to play outside her house, and meeting made and joshua fishing for fish. from the illustration above, it can be seen about the use of illustrations used to clarify and convey the meaning contained therein. in addition, at the bottom there is also an exercise box for students to share their understanding of the illustration. the balanced use of illustrations and images in class is appropriate to help students understand each material presented in this book more easily. novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 20 the textbook's "my next words" illustrations clarified the material presented. in addition, what needs to be emphasized is the illustrations used in this material does not reflect radicalism, extremism, racism, pornography, or gender bias. the illustrations in this textbook also align with students' development and do not contain values considered deviant. as shown in unit 2 and page 15 the illustration depicts living in harmony with each other, respecting each other's differences in religion, race, and skin colour. figure 5. the use of illustrations that provide to upholds nationalist values (respect differences in race, ethnicity, religion, etc.) the presentation of material in the book can stimulate critical, creative, and innovative thinking in addition to being coherent. using exercises can promote critical, creative, and innovative thinking in students and reflection sheets, which students can use to describe their understanding while taking this course. teachers can use these exercise sheets and reflections for students to find out the level of student understanding of the material provided. not only that, but teachers can also adjust the use of these practice sheets and reflections because they can be found on the final page of each chapter. for example, the use of exercises and the width of student reflections are found on pages 44-45. figure 6. exercise and student reflection sheets can measure students‟ understanding of learning material. novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 21 this english textbook also can teach and stimulate students to learn through the surrounding environment because this book contains contextual insights and can encourage the learner's experience. it is also presented in unit 10, page 109, as it is known that students can learn from any aspec, such as through observation of the surrounding environment. for example, on page 109, students can find pictures about the culture or habit of indonesian independence: lomba balap karung, lomba memakan kerupuk, etc. with this, students can learn more easily because the learning material in this section is often encountered in daily life. students also can understand the meaning conveyed in the material because students are also involved in the context of experiential learning. as a further learning step, schools in indonesia often hold the competition as a momentum to commemorate indonesia's independence day. figure 7. the use of illustrations of children's experiences, exploration and interaction with the environment. the learning process is not obtained at school through media such as books, but with social interaction and environment. it is in line with piaget's theory of view of constructivism which states that learning is the result of children's exploration and interaction with the environment. on the other hand, it can be defined that learning is the interaction of children with others that children collaboratively build knowledge, skills, experience and values. this aligns with bereiter (1994; as cited in bada & olusegun, 2015) postulates that constructivist people build their knowledge and understanding of the world by engaging in experiences and reflecting on them. the material in this book is presented in an interesting and non-boring manner, not only through text, but also through striking, colorful illustrations, which can appeal to the reader and stimulate student curiosity (as shown on pages 61 & 101). novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 22 figure 8. the use of colorful layouts makes it a unique attraction for students to learn 4. graphics table 4 eligibility of graphics aspect component graphics 1. the book's size is appropriate for the ages of students 2. the display of the book's cover is harmonious and coherent. 3. the color of the layout can assist in understanding the function. 4. letters and font size were also adjusted based on age development. 5. the use of illustrations can assist in clarifying a positive message. this "my next words" textbook size adheres to the accepted standard for learning books, particularly those published by the ministry of education and culture. because this book is designed for general education, the size is acceptable for children's age categories. the presentation of the book's cover is harmonious and collaborative. every display, from the first cover to the cover of each piece of material to the page of each material, has a consistency in the substance and the illustration used (e.g., front cover). use engaging illustrations/images that can be combined with learning materials. this same addition of color to this book creates a sense of unity throughout all learning resources. each illustration, image, and component use colors that are complementary to each other. furthermore, the book's color has a paper copy with light and transparent color. the book's harmonious layout can clarify the function of each section. as seen on page 2 and 14; unit 4 (pages 40 and 41). letters and font sizes were also adjusted to accommodate the child's growth. in this book, the placement of letters and font sizes can also be seen and arranged neatly and clearly. the significance of using letters and adjusting letter size in assisting learners in understanding each section of this book. as explained in table 2 and table 3, the use of illustrations in this book is very good, interesting, and also clear. the use of illustrations is important for their existence to be needed because, in addition to increasing the enthusiasm of students to learn (through the use of illustrations with colors, as well as interesting shapes), the existence of these illustrations is also able to clarify the message they want to convey. novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 23 figure 9. sample picture of harmonious between the used of the colors, pictures, texts and the display discussion the english textbook for elementary school, student's book "my next words," published by the ministry of education and culture, is based on the merdeka curriculum. it should include and meet the bsnp efl textbook evaluation standard (2017). based on the research findings, the author discovered that the textbook evaluation aspects of the bsnp (2017) framework are met in the textbook. the textbook's content met the bsnp (2017) criteria for material, linguistics, presentation of material, and graphics. table 1 shows that the materials in this textbook met the specified criteria. this book can keep the material's accuracy and validity, encourage innovation and independence, and teach students to respect each other's differences and have a positive attitude toward nationalism. making a human with noble character and good people become one of the fusions of education in indonesia, stated in law no.20 chapter 3 of 2003 that concerning the national education system in indonesia. linguistic aspects contained in this book can also be categorized as "good". using language and illustration can encourage students to be communicative and informative. in addition, each section of the book title is also clearly presented. according to richards (2019), textbooks are essential to language programs that serve as the main source of language information (language input) for language learning and practicing english in the classroom. a linguistic aspect in a textbook might consist of grammar and vocabulary parts. grammar is associated with three criteria. first, grammar items should be appropriate for each level while considering learners' needs. second, grammar items should be presented in small enough units to aid learning. third, the application of grammar must balance the form and use of language. this aspect of language is significant because language is the primary component in students' understanding of the material. presentations of book material are also presented attractively. in addition, the placement the material illustrations between text and images is positioned in a balanced, precise, and clear manner. the use of illustrations also contains distorted values. the presentation of textbooks must be easy to understand (readability) for learners, in line with hakim et al. (2021) who argue that the textbooks must undertaken the readability test, many of its readers take this important quality of a good textbook for granted. cope with this, this textbook also has readability engagement because, as shown in table 3, all aspects are well fulfilled, so this textbook has an appealing appearance that is expected to please its readers, is simple to comprehend, and may increase students' motivation to learn more deeply. furthermore, the graphics in this book are extremely good. different book sizes, letters, and font sizes are based on the learner's abilities. the layout appears cohesively united between the book's skin and each page. the use of good graphics also has a positive effect on student learning. visual literacy or graphics, which originated in arts and arts education, is now the nexus between the fields of arts education, cognitive psychology, literacy, and novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 24 stem (science, technology, engineering, and math) education (baker, 2012; as cited in gou, et al. 2018). it is also aided by using illustrations, which can clarify the message you are attempting to convey. the findings of the need analysis are consistent with sarifah & ambarwati (2023), the researchers foundd that the textbooks published by the ministry of education and culture are appropiate to used as a media in the teaching and learning process because it was met the whole criteria proposed by bsnp (2017). recently, gunantar (2017), with the research entitled analysis: analyzing english as a foreign language (efl) textbooks from the perspective of indonesian culture, found that these english textbooks appropiated to used in the teaching and learning process, because most of the material of the textbooks area focused on indonesian culture or style. it is regarded as a successful method of teaching english to indonesian students. based on the result, the use of textbook can used by almost any level of education in indonesia. the selection of good textbooks is certainly expected so that students can become individuals of faith, knowledge, capable, creative, and responsible, through an education system that upholds human rights, religious values, cultural values, and national pluralism as stated in law no.20 chapter 3 of 2003 which has concerning the national education system in indonesia conclusion this research concentrates on the content analysis of an english textbook for elementary school students titled student's book "my next words" using the bsnp evaluation criteria (2017). the writer used a descriptive qualitative with content analysis research design to analyze and investigate the content in the textbook. although the english textbook student's book "my next words" for elementary school met the bsnp (2017) criteria, it can be concluded that it was appropriate for use in teaching and learning, particularly in teaching english to young learners. even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved, such as various text types and supporting learning materials to help students improve their abilities (such as the listening section). to help enhance english textbooks in indonesia, it is important to emphasize the need for reexamining english teaching materials. references afriani, z. l., mirizon, s., & sitinjak, m. d. (2019). cultural content analysis of english textbooks used by tenth graders in bengkulu utara. lingua: jurnal bahasa dan sastra, 20(1), 65-76. akbar, r. (2016). an analysis of selected eleventh grade english textbooks. journal of english and education, 4(1), 109-126. altbach, p. g. et al. (1991). textbooks in american society: politics, policy, and pedagogy. suny press. amerian, m., & esmaili, f. (2014). language and gender: a critical discourse analysis on gender representation in a series of international elt textbooks. international journal of research studies in education, 4(2). https://doi.org/10.5861/ijrse.2014.963 anderson, b. (2007). pedagogical rules and their relationship to frequency in input: observational and empirical data from french. applied linguistics, 28(2). ayu, m., & inderawati, r. (2019). efl textbook evaluation: the analysis of tasks presented in english textbook. teknosastik, 16(1), 21-25. https://doi.org/10.5861/ijrse.2014.963 novianti a textbook analysis of ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 25 bada, s. o., & olusegun, s. (2015). constructivism learning theory: a paradigm for teaching and learning. journal of research & method in education, 5(6), 66-70. bogdan, r.c., & biklen, s. k. (2003). qualitative research for education: an introduction to theories and method (4th ed.). new york: pearson byrd, p. (2001). textbooks: evaluation for selection and analysis for implementation. in m. celce-murcia (ed.) teaching english as a second or a foreign language (3rd ed). boston: heinle & heinle publishers bsnp. (2017). buku teks dan pengayaan: kelengkapan dan kelayakan buku teks kurikulum 2013 serta kebijakan penumbuhan minat baca siswa. jakarta: pusat penelitian kebijakan pendidikan dan kebudayaan, balitbang, kemendikbud, 2017. isbn: 978602-8613-74-3. cunningsworth, a. (1995). choosing your coursebook. macmillan. depdiknas. (2003). undang-undang ri no.20 tahun 2003 tentang sistem pendidikan nasional. eylc. (2021). students book: my next words for elementary school. pusat perbukuan badan standar, kurikulum, dan asesmen pendidikan: kementrian pendidikan kebudayaan, riset, dan teknologi. gunantar, a. d. (2017). textbooks analysis: analyzing english as a foreign language (efl) textbooks from the perspective of indonesian culture. journal of language and literature, 11(2), 173-182. guo, d., wright, k. l., & mctigue, e. m. (2018). a content analysis of visuals in elementary school textbooks. the elementary school journal, 119(2). https://doi.org/10.1086/700266 hakim, a. a., setyaningsih, e., & cahyaningrum, d. (2021). examining the readability level of reading texts in english textbook for indonesian senior high school. journal of english language studies, 6(1), 18-35. harmer, j. (2007). the practice of english language teaching. harlow: longman. meliawati, m., & hamied, f. a. (2020). content analysis on english textbooks for class x title english for high school. jurnal penelitian pendidikan, 20(1), 83-90. richards, j. c. (2019, november 11). role of textbooks. retrieved from https://www.professorjackrichards.com romdania, r. (2021). a cultural ontent analysis of english textbook entlitled “english alive 3” for senior high school. raden intan state islamic university. menteri pendidikan dan kebudayaan. (2016). permendikbud nomor 8, tahun 2016, tentang buku yang digunakan oleh satuan pendidikan sarifah, v., & ambarwati, e. k. (2023). an analysis of the english textbook “my next word grade 4” for the elementary school. jurnal pendidikan dan konseling (jpdk), 5(1), 3448-3455. wong, r. m. h. (2009). developing criteria for textbook evaluation. tesl reporter, 42(1), 52-75 yanti, m. s., & wirza, y. (2022, november). gender representation in the textbook for vocational school students in the indonesian efl settings. in elt forum: journal of english language teaching, 11(3), 217-228. https://doi.org/10.1086/700266 https://www.professorjackrichards.com/ jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.109-120 doi:10.33394/jo-elt.v9i2.6346 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 109 developing flashcards learning media to teach grammar in recount texts for tenth grade #1 oryzanda, *2 ahmad saifudin, *3 widiarini #1 english student, faculty of education and social science, university of nahdlatul ulama blitar, indonesia *2 english lecturer, faculty of education and social science, university of nahdlatul ulama blitar, indonesia *3 english lecturer, faculty of education and social science, university of nahdlatul ulama blitar, indonesia corresponding author email: oryzandaa@gmail.com a b s t r a c t s a r t i c l e i n f o language plays a crucial part in the foundation of communication in daily life and academic activity. learning an additional language such as english in school is very important. mastery of english grammar is required to compose a word or sentence in english. it takes grammar proficiency to create words or phrases in english. students in class x iik 2 ma bustanul muta'allimin comprise the study's sample population. most of the students in this class had trouble putting simple sentences together. according to the results of the needs analysis, the result of the questionnaires, 77% of the students had difficulties constructing their simple sentences in english. furthermore, 80% of the 13 samples indicated they wished to learn using engaging media. this research was conducted aiming to develop learning media in teaching grammar. the addie model design, created by dick and carry in 1996, is used in this research process, known as research and development (r&d). there are five steps in this development that are following the addie model, that is analysis, design, development, implementation, and evaluation. the result of media expert validation and material expert validation achieved scores of 80.26% and 68.05%, respectively. a score of 76% was obtained when the questionnaire about using learning media was completed by student respondents. flashcard media have a level of validity that makes them appropriate for usage, according to the result of expert validation and student response. as a result, this learning media is used effective tool for increasing students' interest in studying. article history: received: november, 2022 revised: november, 2022 published: december, 2022p 2018 keywords: flashcard media, learning media, teaching grammar, how to cite: oryzanda, o., saifudin, a., & widiarini, w. (2022). developing flashcards learning media to teach grammar in recount texts for tenth grade. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 109-120. doi:https://doi.org/10.33394/jo-elt.v9i2.6346 introduction language plays an important role in everyday communication as well as in the teaching and learning processes utilized in schools to support students' ideas creation (sofyan, 2021). to assist students to articulate their ideas and impact the growth of their imagination, emotions, and the context in the process of student learning achievement, language plays a crucial part in both ordinary communication and teaching and learning activities in schools. mailto:oryzandaa@gmail.com oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 110 language is interpreted as a material object that has been stored or thought in the brain and can be expressed through direct speech, audio, or delivered through writing (gee & hayes, 2017). each individual must think about what they will communicate and use the appropriate language for the area where they live. each region always has a different language to communicate both orally and in writing, this is used in daily communication and the learning process. therefore, language learning is needed that can support and assist the learning process so that it can run effectively. at this time, the language in formal learning is not only the first language but an additional language must also be learned. however, many students have not mastered additional language learning such as english subjects. where learning english is considered very important in this advanced era which is used for communication in the general world and education (fatima et al., 2019). english has also been established as an international language used to communicate with people in various countries. english itself can be interpreted as an international language to convey around the world which is used as a communication tool for speakers of different languages of origin (culpeper et al., 2018). thus, every student must understand english and learn english which can be used as a support to increase their additional language understanding. learning english also emphasizes learning appropriate english grammar that must follow the standards. the most crucial component for students to acquire when learning english grammar rules is grammar itself (navaz & khaathoon, 2020). teaching grammar must therefore be applied to the teaching and learning process in schools. grammar can be defined as the foundation for effective communication both orally and to write (yurko & vorobel, 2022). teaching grammar is also regarded as crucial because it serves as the base for speaking and writing abilities, enabling students to communicate effectively in english (milad et al., 2020). given the significance of teaching grammar, teachers must teach students about grammar in the teaching and learning process in schools. learning english in schools is not considered a major subject but only made into local content (nafisah, 2016). thus many students are less able to learn english because the time used for learning english is only limited. the majority of pupils dislike english because it is still repetitive and unattractive in the learning media utilized in the teaching and learning process. as experienced in the tenth grade of iik 2 ma bustanul muta'allimin still uses teacher and student handbooks for the teaching and learning process. it also affects the students' lack of interest in english which causes the students' weak ability to learn english. therefore, it is advisable for educators in the modern day to make wiser choices when it comes to the usage of learning media that are more engaging and can inspire students during in-class learning. learning media is the main component used in teaching-learning activities and has a crucial role to achieve the teaching and learning process with good quality influence (nurdyansyah, 2019). learning media is used as the main tool to encourage students to be enthusiastic in teaching and learning activities in the classroom. in addition, media learning media can be used as a tool to provide stimulation to students as a means of delivering messages or communication which is commonly referred to as the delivery of learning materials (fatima et al., 2019). it can be concluded that learning will be provided better and more effectively when using communication tools in the form of learning media for delivering material. however, there are still many teachers who have not paid attention to this, many teachers only use learning tools that are often used in schools or provided in schools as usual such as whiteboards and handbooks or student books. as the case in ma bustanul muta'allimin, especially in class x iik 2 where teachers only focus on what they see and observe in the teacher or student handbook. oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 111 based on the results of observations and structured interviews with students in tenth grade iik 2 and english teachers at ma bustanul muta'allimin gathered information that they had difficulty in making simple stories whose grammar was still not coherent in english. the results of structured interviews with english teachers at ma bustanul muta'allimin stated that the majority of students in the class still did not master or did not understand english grammar skills. they are still confused about how to compose simple sentences based on the structure of english sentences so that they become simple, coherent, and structured stories. in addition, students interpret english still by translating word for word into sentences whose sentences are not coherent. the teacher explains that the media he uses when learning english is only worksheets and a summary of the material made by the subject teacher. another way that the teacher does to encourage students' enthusiasm for learning is to study in the school laboratory room and only use the media in the room, the teacher explains that he never uses physical media when teaching in class. however, this cannot change or provide maximum results to encourage and motivate students in learning english and causes students to become very bored and not like learning english. from the results of unstructured observations with students, the majority of students are weak in learning english grammar. this can be seen from the results of filling in the observation questionnaire where most of the students of tenth grade iik 2 stated that they could not master grammar skills. there were eight out of thirteen students in the class filled out a questionnaire stating that they did not agree with learning grammar because they could not compose simple sentence patterns given by the teacher. the reason is, they are confused when they are given the task of compiling a simple story according to the structure of the rules for compiling sentences in english. students have difficulty in arranging word order in sentences or grammar in compiling simple stories, students are confused about arranging tenses used in simple stories. students make simple recount texts, they only translate indonesian into english without knowing the rules of english grammar. in addition, students feel bored with the media used by teachers who only teach using handbooks provided by the school in the form of worksheets which can cause students to get bored with learning english. even if english is also an international language, students still need to study it, especially when it comes to choosing the right words to form meaningful sentences (saifudin, 2019). from the results of the preliminary study above, the researcher wishes to provide solutions to these problems that are by the research objectives, namely developing interesting learning media. one of the ways that researcher use in carrying out interesting learning is to use the development of physical media for the learning process in the classroom. based on the material in tenth grade in the first semester, the researcher applied the development of this learning media in writing simple stories about historical recount texts according to the linguistic structure and structure of recount texts as well as grammar in recount texts. learning media has the advantage of inspiring creativity and learning motivation in students and assisting them in creating short stories using proper grammar and recount text structures. because most students are more interested in novelties than traditional teaching methods, such as learning media. therefore, for the student's problem, the researcher intends to develop learning media in the form of “flashcards” in the historical recount text learning material in tenth grade iik 2 ma bustanul muta'allimin. there are several previous studies using flashcards as learning media, one of which is based on research by armadi (2020) entitled using flashcards to increase grammar mastery of mts students in kutai kartanegara. this study uses an experimental design, examining differences in mastery between two data sets. testing learning media in junior high schools by comparing flashcard media with textbooks resulted in the use of flashcard media being superior to textbooks. the research according to sartika (2020) entitled increasing third grade's mastery of simple present tense using flashcards. in this study, third-grade oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 112 elementary school pupils' use of the simple present tense is improved by the use of flashcards. to increase student achievement in simple present-tense learning, the researcher used classroom action research with 30 third-grade students as the subject as well as quantitative and qualitative data collection using tests, observations, and questionnaires. the research results were then presented using flashcard media. the researcher formulates an issue based on the background information regarding the processes and outcomes of the creation of grammar-learning media. this study's major goal is to discuss the process of creating flashcards for grammar instruction and the responses they acquired from students. the researcher expects that creating these flashcards will inspire and motivate students to increase their english language skills, particularly in terms of mastering the grammar of recount texts. the focus of this study is to develop flashcard learning tools to assist students with their grammar. research method this study employs development research techniques, sometimes known as research and development (r&d). researcher have created learning goods in the form of learning media using this technique for the teaching and learning of english. researcher outline the findings of student feedback and validation to aid in the creation of learning media. research design the terms research and development describe methodologies for conducting studies that can design and produce specific items and test the efficacy of those products (sugiyono, 2013). the researcher created educational support products in the form of learning media using the r&d methodology for the tenth grade iik 2 students at ma bustanul muta'allimin for recount texts material on grammar skills. educational development research includes process development, product validation, and product testing. based on this r&d method, there are several research models used to design the research. the researcher must choose the development model in the order in which the researcher carried out the research development procedure. dick and carry created the addie paradigm in 1996 to were created a learning method (mulyatiningsih, 2011). figure 1. development process this technique is used to create learning development including instructional aids and media. the addie model can also be referred to as the idea of product development to analyze design development implementation evaluation oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 113 create performance-based learning. it is a technique that is used in learning design to establish an ideal learning stage (branch, 2020). population and sample the subjects of this research were students at tenth grade iik 2 ma bustanul muta'allimin, totaling 13 children in the class. ma bustanul muta'allimin is a school with a pesantren background. the population in the class was utilized as a relatively small sample, and the sampling method was a type of saturated sampling and probability methodology. the use of the saturated sampling technique is because the sampling class used has a small capacity where the total population in one class is less than 30 (sugiyono, 2013). this sampling is taken from the total number of students in the class. all of the students in the class were all female. instruments in this study, the researcher used three instruments to support the product development research process so that it ran smoothly and followed the steps that had been prepared. the instruments used by the researcher include field note, this field note is used as an instrument of observation techniques carried out by the researcher in the classroom. in order to observe and assess the activities of the teaching and learning process in the classroom, the researcher employ field notes. by using this instrument, the researcher gathered information about problems in the classroom which can be used for need analysis. interview sheet, the researcher used an interview sheet that aims to determine the analysis of student needs which was carried out by interviewing teachers. on this interview sheet, the teacher has been asked open-ended questions about analyzing the needs of the learners. where the instructor discusses the needs of the class and the media the students use. the teacher hs also discussed the difficulties that students have during the teaching and learning process in the classroom. questionnaire sheet, to gauge the level of enthusiasm among students in studying english, particularly in the area of grammar instruction, the researcher used a questionnaire sheet. to find out what media are frequently utilized by teachers in the teaching and learning process in the classroom and whether or not they have been successful in inspiring students to learn. four closed questions with a four-point scale are included on the questionnaire sheet: ss (sangat setuju), s (setuju), ks (kurang setuju), and ts (tidak setuju). students' actual experiences with the teaching and learning processes in class are detailed on this questionnaire sheet. data analysis to acquire descriptive statistics, the study's data were analyzed utilizing a qualitative descriptive measurement technique. where this technique is used for preliminary data in the form of student characteristics, learning needs, and student responses to flashcards and expert validation data. additionally, attitudes, views, and perceptions of the research object are measured utilizing the data collecting technique employing a likert scale. the very excellent to negative range on the likert scale. the use of the likert scale makes it easier for respondents to choose answers. the qualitative data that has been obtained is changed based on the weight of the predetermined score, namely numbers 1-4 and the percentage data used is 0-100%. the calculation of the percentage of eligibility using the formula based on (sugiyono, 2013), it can be seen in figure 2. oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 114 figure 2. formula percentage of eligibility description : p : the percentage you are looking for 𝑥 : total number of responses in 1 item 𝑥 : the total number of highest answer scores in 1 item 100 % : number constant the percentage results describe how to implement the development of english learning media, so it is known based on the following classification. table 1 classification validity category percentage (%) validity category 76%-100% very valid 51%-75% valid 25%-50% invalid <24 very invalid research findings and discussion research findings the conclusion includes a number of outcomes for the effectiveness of product development. the analysis of students' needs produced the first findings. the creation of learning resources using flashcards led to the second. the third is the conclusion that creating media flashcards is feasible, as shown by the outcomes of expert validation and student opinions on the media. the researcher also looked at the results of the student response survey in relation to the outcomes of the product trial with class x iik 2 pupils. 1. results of needs analysis in the needs analysis stage, the researcher observed the teaching and learning process of tenth-grade iik 2 ma bustanul muta'allimin students which aimed to find out the extent of student learning in the classroom. students were also given a questionnaire by the researcher, which asked them about their attitudes toward learning english and their interest in english-related subjects, abilities, and teaching and learning tools. from the results of observations and filling out student questionnaires, it was found that the majority of students in the class had deficiencies in learning about grammar. in addition to grammar, students also stated that the media used for the learning process was still a bit boring because they still used student worksheets. the researcher also conducted a need analysis by conducting interviews with teachers of english subjects. in the result of the interview, the teacher stated that the 13 students of class x iik 2 had difficulties when given material related to grammar. this is evidenced by the teacher's explanation of student results when practicing simple stories related to grammar. the teacher explains that students compose stories or sentences still using word-for-word translation and do not match sentence patterns in english. the teacher also explains the media used in the learning process in the classroom. in the teaching and learning process, the teacher uses student worksheets and additional material that is summarized by the subject teacher. however, students often feel bored during the teaching and learning process. this is evidenced by the teacher's explanation in which students will be sleepy or not pay attention when given material by the teacher in class. the teacher reveals how to overcome this by holding lessons in the language p = 𝑥 𝑥𝑖 × 100 % oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 115 laboratory. however, this has not been able to overcome the problems faced in the student learning process in the classroom. based on what the researcher found when conducting the need analysis, the researcher found that 77% of students had a deficiency in the arrangement of sentences in english. there are 80% of 13 students want to learn using interesting media. 2. the process of development this process aims to produce development media products in the form of flashcards for learning grammar. the first stage in the product development process is to see from the results of the analysis of student needs regarding what students need for learning. the manufacture and development of this product are adjusted to the material in semester 1 of tenth grade for iik 2 at ma bustanul muta'allimin. after knowing what products are used following the results of students' needs for learning, the researcher carried out the initial stage utilizing media design. these flashcard media are in the form of picture cards where the front side of the card is a lottery number to choose a theme and each front side of the card has various colors. in addition, there are sentence patterns or grammatical tenses that are used in the preparation of simple sentences using historical recount text. on the back side of the card, there is a theme that will be written by students according to the historical recount text material. after the product design was completed, the researcher printed the flashcards media so that they became cards that were sized like id card. flashcard product results can be seen in figure 3. figure 3. the product of flashcards media the results of the development of this flashcard media will still be checked for product feasibility by expert validation. this aims to see whether the product is worthy of being used as a learning medium for grade 10 students. 3. expert judgment two experts will assess the feasibility of the product developed by the researcher. this expert assessment is carried out by media and material experts who will see whether the media is following the material in tenth grade. a. the result of media expert validation the finished media is then brought to a media expert to see if the product is following media standards. oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 116 table 2 the result of media expert validation score score maximal percentage category description 61 76 80,26 % very valid feasible to use from the results of the validation table, media experts provide an assessment of learning media and show a percentage of 80.26%. this is categorized as very valid and the learning media deserves to be used. b. the result of material expert validation the validation of this material was carried out to determine whether the media created by the researcher was valid following the material in the research class. the table of material validation results is in table 3. table 3 the result of material expert validation score score maximal percentage category description 49 72 68,05 % valid feasible to use it can be concluded from the results of the material expert validation table giving an assessment of the learning media and showing a percentage of 68,05%. this is categorized as valid and the learning media is feasible to use. 4. try out this trial was conducted to see the results of the data on the effectiveness of the learning media used. this product trial exercise was carried out by giving quizzes to students. in the step trial, students were divided into groups evenly, in one class divided into four groups each consisting of 3-4 students. the students are collected according to the insecure character with the insecure and the active character with the active. it aims to change the activeness of students in the classroom and to encourage them. researcher are conducting this trial to evaluate students' interest in these learning resources, which may have an impact on how the teaching and learning process develops in the classroom. students were then asked to respond to a questionnaire about the use of learning media and offer comments and recommendations. it serves as a researcher evaluation and seeks to determine how well the learning media support student learning in the classroom. the researcher calculated the validity of the student response questionnaires by comparing the results of the rcount of each statement item with the rtable using the spss program. correlation results are presented in table 4. table 4 pearson correlation x01 x02 x03 x04 x05 x06 x07 x08 x09 total x01 pearson correlation 1 .758** .815** .695** .601* .573* .588* .587* .344 .937 ** x02 pearson correlation .758 ** 1 .773** .694** .054 .296 .411 .155 .055 .675 * x03 pearson correlation .815 ** .773** 1 .721** .207 .414 .412 .595* .462 .891 ** oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 117 x04 pearson correlation .695 ** .694** .721** 1 .458 .324 .014 .487 .402 .741 ** x05 pearson correlation .601 * .054 .207 .458 1 .593* .257 .601* .423 .576 * x06 pearson correlation .573 * .296 .414 .324 .593* 1 .563* .425 .403 .640 * x07 pearson correlation .588 * .411 .412 .014 .257 .563* 1 .258 .262 .578 * x08 pearson correlation .587 * .155 .595* .487 .601* .425 .258 1 .527 .728 ** x09 pearson correlation .344 .055 .462 .402 .423 .403 .262 .527 1 .581 * total pearson correlation .937 ** .675* .891** .741** .576* .640* .578* .728** .581* 1 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). from the person correlation validity table 4, it can be concluded that the rtable score is 0.55 out of 13 respondents and 9 statements in the students' response questionnaire with a significant 5% result in the rtable score being 1. judging from the validity results which state the rtable score is greater than the rcount score, it can be concluded it is stated that the learning media is valid or feasible to use. in addition, the researcher has also calculated the reliability of the instrument used to collect the above data. the table of reliability results is in table 5. table 5 the result of reliability test from the results of the calculation of the reliability test using cronbach's alpha formula in the spss program, it is stated that reliability. it is shown that the alpha value is > 0.7 with the result that the alpha value is 0.870. so the instrument used in collecting the research data above is declared reliable. 5. evaluation after the media development process, expert validation, media revision, and finally product or media trials, the researcher can conclude the feasibility of the learning media. the researcher calculated the feasibility level from the results of filling out the respondent's questionnaire, resulting in a percentage of 76%. it can be concluded that the learning media is feasible to use for learning. for evaluation, the researcher has improved the learning media following the revisions suggested by expert validation and improved by looking at the respondents' suggestions. discussion learning must be able to keep up with changes in this period of more advanced development, particularly in the learning medium. learning media can be utilized to support the teaching and learning process in the classroom in a significant way. students can avoid feeling bored with learning language using learning media that are used in the classroom. particularly in english-related topics, where there is relatively little student enthusiasm. the majority of students lack enthusiasm for learning english because they believe that it is not important. this is also a result of the short amount of time allotted for teaching english in the classroom, which leaves many students have weaknesses in both knowledge and proficiency reliability statistics cronbach's alpha n of items 0.870 9 oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 118 in these areas. as a result, a development conference for english-related learning media is convened. the message will be effectively communicated anywhere the development of media used in classroom instruction is conducted (nurrita, 2018). the researcher's formulation of the problem in light of their observations of the issues that students were having. the researcher discovered issues in the classroom where the usage of boring learning media can make pupils less motivated to learn. grammar rules that follow english grammatical conventions are necessary for learning the language. in each text, the researcher discovered concepts for developing learning media that were in line with the issues at hand. it also seeks to avoid developing problematic grammatical habits that will be difficult to break (schmitt & rodgers, 2020). therefore, the researcher also takes into account learning competence, in-class characteristics of the target students, time constraints, and the quality of media development when selecting this learning medium. with these factors in mind, the researcher decided to develop a product in the form of grammar-learning flashcards. the development of flashcards with appealing media displays intends to serve as a teaching tool that inspires class x iik 2 ma students bustanul muta'allimin. therefore, to increase students' interest in studying english, particularly in understanding grammar, the researcher created as attractive a design as they could. they take the form of attractive picture cards that are useful for learning and can be used as motivation (sartika, 2020). this caused pupils who had previously considered that learning english was uninteresting, especially in terms of grammar, to change their minds. the student's interest in learning activities and the responses to student surveys indicating that they enjoy the learning medium show that students' perceptions have changed. students seem satisfied with the implementation of learning through media development. the material based on the competencies and indicators taught in the research target class is taken into consideration during the development process. the learning medium is suitable to be utilized as an approach to education to teach english grammatical concepts in a classroom related to the development process by the addie development model. where the developing flashcards media results are used or implemented in class x iik 2 ma bustanul mutallimin. from the results of the implementation process, the students progressed. after that, the researcher determined the media be developed by the results of the need analysis. then the researcher begins to design media, validate experts, revise learning media suggestions from expert validation, implementation to targets, and evaluate the learning media. this media was developed by the analysis of students' needs for english learning media in the classroom which can further encourage enthusiasm and ability in learning english. the researcher relates his research to the study of literature to reinforce it by examining the findings of earlier researcher, some of whom may have conducted reviews that are not included in this study. the literature study by kusuma (2018), states that developing english picture cards is very suitable to be used to increase the english vocabulary of elementary school students. according to sartika (2020), in his research, the use of flashcards media in learning simple present-tense grammar can improve student achievement and is very effective for learning iswari (2017) in his literature study explains that the use of flashcard media for learning english is said to be effective because students experience increasing results. it is clear from some of these literary analyses that the development of flashcards as a learning media for english in the classroom was quite successful. however, due to limited time, subjects, and basic competency test materials, the researcher only developed learning media in the form of flashcards for learning historical recount text material. additionally, the researcher only tested the use of media development in the class x iik 2 ma bustanul muta'allimin recount text material once. the researcher oryzanda developing flashcards learning media ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 119 only used two qualified validators for their respective fields' validation tests. it is improbable that this media output won't affect students' learning outcomes because it is consistent with the researcher's objectives, which are limited to motivating and attracting students to study english grammar. the researcher suggests that the outcomes of his research into the use of media flashcards for learning recount text material can be used appropriately. due to the growth of this medium, it uses as one of the supporting media for grammar skills. additionally, it can assist teachers in stimulating students' attention and inspiring them to participate in english learning activities. according to the final conclusions, english learning in the classroom will be more effective and conducive, especially in grammar skills. conclusion the development of learning media in the form of flashcards can be used in learning recount text on english grammar skills. using media flashcards in the classroom can make learning interesting and enjoyable. the applied flashcards media can effectively draw in and motivate students in line with the study's goals. by the research objectives, the implemented flashcards media can successfully attract and motivate students. the development of this learning media can provide opportunities for students to be more enthusiastic about learning english. where students who have weaknesses in grammar in english can improve their ability in grammar skills. additionally, it is anticipated that teachers will be able to develop and implement learning media that can be used to stimulate students' interest in class-based instruction. it can be concluded that the development of learning media has a significant impact on students' motivation to learn in the classroom. so it is hoped that future studies will be able to identify students' weaknesses and provide better learning media for the teaching and learning process in the classroom. references armadi, s. (2020). using flashcards to increase grammar mastery of mts students in kutai kartanegara. 5(2), 87–95. branch, r. m. (2020). instructional design. in encyclopedia of creativity, invention, innovation and entrepreneurship. https://doi.org/10.1007/978-3-319-15347-6_300893 culpeper, j., kerswill, p., wodak, r., mcenery, t., & katamba, f. (2018). english language: description, variation. and context (second edi). palgrave. fatima, w. q., khairunisa, l., priatna, d. c., & prihatminingtyas, b. (2019). pembelajaran bahasa inggris melalui media game pada panti asuhan al maun di desa ngajum. seminar nasional sistem informasi, september, 1728. gee, j. p., & hayes, e. r. (2017). language and learning in the digital age language and learning in the digital age iswari, f. (2017). pengembangan media pembelajaran bahasa inggris berupa flashcard bergambar pada tingkat sekolah dasar. deiksis, 9(02), 119. https://doi.org/10.30998/deiksis.v9i02.1375 kusuma, s. 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(2019). media pembelajaran inovatif. in umsida press. nurrita, t. (2018). pengembangan media pembelajaran untuk meningkatkan hasil belajar siswa. misykat: jurnal ilmu-ilmu al-quran, hadist, syari’ah dan tarbiyah, 3(1), 171. https://doi.org/10.33511/misykat.v3n1.171 saifudin, a. (2019). error analysis on grammar in writing news item text made by the first year students of ma syekh subakir nglegok blitar. jurnal of development research, 3(may), 20–24. sartika, m. (2020). increasing third grade’s mastery of simple present tense using flashcards. journal of english teaching, 6(1), 40–49. https://doi.org/10.33541/jet.v6i1.1293 schmitt, n., & rodgers, m. p. h. (2020). an introduction to applied linguistics third edition. routledge. sofyan, n. (2021). the role of english as global language. edukasi, 19(1), 21. https://doi.org/10.33387/j.edu.v19i1.3200 sugiyono, d. (2013). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. yurko, n., & vorobel, m. (2022). learning english grammar online: the main resources. репрезентація освітніх досягнень мас-медіа та роль філології у сучасній системі наук (1st ed), 115–123. https://doi.org/10.36074/rodmmrfssn.ed-1.11 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.138-149 doi:10.33394/jo-elt.v9i2.6323 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 138 developing “reverb english” textbooks for kindergarten students: is it effective? #1 fikra raushani khittahira, *2 peptia asrining tyas #1 english student, faculty of cultural studies, brawijaya university, indonesia *2 english lecturer, faculty of cultural studies, brawijaya university, indonesia corresponding author email: fikraraushani@student.ub.ac.id a b s t r a c t s a r t i c l e i n f o english is one of the foreign languages taught in indonesia. it has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using english textbooks. however, english textbooks are limited to be developed in kindergarten area. therefore, this research conducted and aimed to develop adequate english textbooks based on kindergarten syllabus which are annual and semester programs by the school. the researcher took the group a and b learners of kindergarten students at tk negeri pembina 1 malang year 2021/2022. the researcher involved 70 students as the participants. research and development (r&d) was conducted in this research with the addie model. the instruments of the research were observation and interviews both teacher and students. the data analysis was obtained from the expert validation checklist also the transcript ion of the result from the interview with both teachers and students. findings indicate that “reverb english” textbooks are feasible and effective during the english teaching-learning process in the classroom for kindergarten students. it can help them to learn faster by visualizing the pictures and words in the book. article history: received: november, 2022 revised: november, 2022 published: december, 2022 ep 2018 keywords: english textbooks, instructional material, second language acquisition, english for young learners. how to cite: khittahira, f., & tyas, p. (2022). developing “reverb english” textbooks for kindergarten students: is it effective?. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 138-149. doi:https://doi.org/10.33394/jo-elt.v9i2.6323 introduction english is one of the foreign languages taught in indonesia. it has a special and separated curriculum from the other subjects at school which is taught in primary, secondary, and high schools. to aid teachers‟ instruction to catch up with the learning objectives, they use instructional materials during the learning process. according to ayu & inderawati (2019), instructional materials are divided into two categories which are printed materials such as textbooks, workbooks, modules, and handouts, whereas non-printed materials are internet-based, web-based, and cd-based. for further discussion, this study, however, concentrated on printed materials, specifically english textbooks. nowadays, textbooks have become a major source of learning, especially in the educational sectors in indonesia. it has an important role in today‟s school because most teachers will use textbooks as an important tool in learning. qodriani & kardiansyah (2018) has pointed out that school textbooks are also seen as significant tools for conveying values, skills, and attitudes. also, the use of english textbooks is well-accepted by both teachers and students. the english textbooks provide various exercises, explanations, and guidelines for mailto:fikraraushani@student.ub.ac.id khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 139 teachers and students. in addition, using english textbooks as instructional materials can influence students‟ performance in learning english in the classroom. english as a foreign language is also being learned by young learners in indonesia, especially kindergarten students. in acquiring a second language and foreign language which is english, kindergarten students as young learners (yl) must be related to second language acquisition (sla). second language acquisition (sla) means the process of acquiring another language after one's original language has been mastered (suryantari, 2018). at such a young age, kindergarten students tend to acquire the language rather than learn the language because they naturally learn the language and are unaware of grammatical rules, even though sometimes they need a source of natural communication such as family, friends, and teachers. based on saville & troike (2006), if they hear and respond to two or more languages in their environment, it means that they require simultaneous multilingualism. however, teaching young learners, especially kindergarten students, is not as easy as it is thought and is basically a unique activity that makes them think, communicate and play. according to nufus (2021), teaching english as foreign language tends to emphasize their pronunciation and expose students‟ speaking skills because it can make them speak fluently as native-like by using instructional materials, especially in printed books because they can encourage them to be more creative in learning english. on the other hand, a previous study from ogay (2020) explains that the rapid growth of information and communication technology (ict) has brought in a massive change in education. learners at all levels, from kindergarten to university, can use a variety of interactive e-learning tools to improve their skills, knowledge, and vision of the world. findings indicated that if e-books will be generalized in schools and for maximizing their benefit, they cannot be used totally online with teacher absence, they should be employed in a blended format with the teacher's physical presence as no electronic means can replace the effect she/he leaves through his/her direct verbal and non-verbal communication with the children. in order to assess the impact of immediate, scaffolding feedback on learning outcomes and motivation after receiving feedback from several experts, it must be compared a web-based workbook that provides automated feedback with a web-based workbook that transmits only teacher-provided feedback (rudzewitz et al., 2017). different scholars reported similar findings on developing english materials for english young learners (eyl), especially kindergarten students. gohar (2017) argues with quasiexperimental design while examining young learners aged 5-6 years that developing english as foreign language (efl) skills is necessary to be conducted for kindergarten students. the study showed that young learners learn oral skills in foreign language (fl) to be their foundation of kindergarten learning programs to increase students‟ interest in learning english. similarly, mar‟atuzzahra (2020) recommends the development of an english textbook for young learners based on the syllabus. it means that teachers should know the students' needs with character building. the findings found that students feel joyful during the lesson with an english textbook. it can be concluded that young learners are interested in learning english using a textbook. meanwhile, the development of english textbooks for kindergarten is rarely used because of the integration of technology nowadays. according to a study from ghufron & saleh (2016) their viewpoints on the usefulness and efficacy of textbooks are also worth researching, in order to discover the weak and strong aspects in relation to their particular teaching situation. septiana et al (2020) state that teachers provide textbook courses in a way that is acceptable for their specific students depending on their level, skill, and goals, as well as the number of minutes in the classroom. the use of english textbooks depends on teachers who are in charge and the facilitator in the classroom. in addition, teachers can be different in the way they present or use the textbook to the students in the classroom. in addition, the use of english textbooks based on the khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 140 kindergarten syllabus helped students in visualizing the topic more because they work and do the exercises directly from the textbooks. as mestari & malabar (2016) state that authentic materials encourage students to engage in more communicative activities in the classroom. printed materials such as english textbooks can also give advantages to students as well as teachers. first, students‟ motivation can increase and bring a positive impact on them. second, students can get more exposure to real language, which is english as the main lesson here. third, students can learn more about local culture in the english language by using english textbooks as the instructional materials in the classroom. in addition, teachers also get the advantages of using english textbooks, such as they can use a more creative approach in engaging the learning process and it can be used as the new innovation in teaching-learning process. children are able to learn anything at any stage as long as the learning material is presented in a comprehensible way. in addition, they can feel joyful in learning english by using english textbooks as the main instructional materials. the reason why they feel joyful is that they can do the exercises there directly by coloring, thickening the words and many others with their own creativity. sukarno (2008) stated that teachers should follow the competency standards in their school based on the syllabus, and also have innovation in the learning process, especially the english subject as the intracurricular in school. moreover, it can decrease teachers‟ difficulty in finding the proper exercises for students because the english textbooks are already based on the kindergarten syllabus and there are four exercises for each topic. acknowledging the importance of the use and effect of english textbooks as instructional materials for kindergarten students, it is necessary to develop an english textbook for kindergarten students. it is stated that as efl teachers, it is important to provide a good display of all the contents in the textbooks by creating fun and engaging activities for their students so that the delivery process may go effectively (khirahla & tyas, 2020). in this regard, tk negeri pembina 1 malang has not used appropriate english textbooks based on the syllabus. therefore, the researcher is required to conduct research by conducting research and development (r&d) to develop english textbooks based on the school's curriculum. this study also highlights the students‟ and inservice teachers‟ responses on the effectiveness of textbooks in the english learning process. it is hoped that the findings and recommendations contained herein will provide information about developing english textbooks based on appropriate syllabus. research method research design this study was conducted by using research and development (r&d) with the addie model which consists of five phases: analysis, design, development, implementation, and evaluation phases by peterson (2003). the addie model has five phases for developing the reverb english textbooks. the first step needed analysis, the researcher divided the need analysis into two: target needs and learning needs. the need analysis was done by observation in the classroom. this study used participant observation in which the researcher not only observes but also actively participates in the activities of the study participants. the next phase is designing. in this step, the researcher collected data from the kindergarten syllabi which are annual and semester programs. there are eight topics for one year or two semesters which are identity or myself, environment (schools and home), family, and animals for the first semester. meanwhile, the topic plants, transportations, natural objects, and our country (local wisdom) are for the second semester. development phase is conducted to develop the product. in this step, the researcher developed the english textbooks, namely “reverb english” based on the kindergarten‟s khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 141 annual and semester program in school. in this step, the researcher developed the textbooks based on the need analysis as follows: (1) compiling the textbooks according to the annual and semester program of the school, (2) arranging the textbooks, (3) concerning the structure such as learning objectives, basic competence, worksheets on the textbooks, and assessment of each task. after developing the “reverb english” textbooks, the researcher began to revise the textbooks from the expert validation checklist. first, the researcher changed several pictures into colorful to engage students‟ interest in learning english. second, the researcher increased the font of the textbooks to make it clearer so students can read and do the exercise easily. last, the researcher re-check all the revisions from the experts. after revising all materials from expert validation checklist, the product in the form of english textbooks called “reverb english” has to be tried out first in the implementation phase. a pilot test, also known as a tryout, frequently gives the researcher with ideas, approaches, and clues that the researcher could not have expected before conducting the try-out. these thoughts and indications increase the likelihood of receiving clear results in primary research. the purpose of the tryout was to know the textbook's quality and effectiveness in learning during the class. lastly, the evaluation phase. this phase was done by the researcher to accumulate data on the reverb english textbooks which were done with the try-out and interviews of the students. based on the experts‟ validation and students‟ response in the field tryout, the reverb english textbooks were good to be used in english teaching and learning especially in writing and vocabulary skills. subject the participants of this research were chosen from the kindergarten students of tk negeri pembina 1 kota malang by using simple random sampling which is simple random sampling with replacement (srswr). simple random sampling with replacement means that the sample of participants has an equal chance of getting chosen. it involved 70 students out of 134 students, which can be classified as 41 students from group a and 29 students from group b. instruments the researcher used observation and interview as the instruments. before doing observation and interview, in this study, the first step was carried out by doing an expert validation checklist for the english textbooks, observation in the classroom, interviewing the teachers and students, and field notes. expert validation checklist was used to collect data about the content, design, and material development of the textbooks. in this study, for the observation, the researcher used participant observation by actively participating in the classroom with the students to collect data about the students during english lessons by using “reverb english” textbooks in the classroom. interviews with teachers which had 8 items and students, 4 items, were done to evaluate the effectiveness of the “reverb english” textbooks by adapting from hertiki (2019); mutiah & albiansyah (2021), and vanha (2017). last, the field notes used to be read as the evidence of this research. data analysis the data analysis was obtained by analyzing all of the instruments. first, expert validation checklist. this expert validation process was done by two experts in teachinglearning english lessons, especially in kindergarten areas. the expert validation checklist consists of all of the aspects that “reverb english” textbooks need based on the layout, design, content, language use, and activities. furthermore, the result of the expert validation and implementation process aimed to revise the textbooks in better ways for teachingkhittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 142 learning english in kindergarten areas. second, interviews. the interviews‟ analysis was from the transcription of the result from the interview with teachers and students about the effectiveness and evaluation of “reverb english” textbooks during the class. research findings and discussion research findings “reverb english” textbooks design the design of “reverb english” textbooks presented to meet the needs of english young learners at tk negeri pembina 1 malang. the design of the textbooks was based on the need analysis that was completed in the first phase. the researcher was also responsible for selecting the topics for the textbooks, which were based on the school‟s curriculum. the topic‟s elaboration in the textbooks can be seen in table 1. table 1 the elaboration of the topic in “reverb english” textbooks first semester second semester myself plants environments transportation family natural phenomena animals my country (local values) the elaboration of the topics divided into two: first and second semester. these topics had already been based on the syllabus: the annual and semester program of the school. each topic had four worksheets that was done by the students during the english process learning. feedback on “reverb english” textbooks “reverb english” textbooks have been developed and they need feedback from experts who are most knowledgeable about the development and implementation of the english textbooks. therefore, the feedback from the experts was obtained by means of a questionnaire. the table 2 summarizes feedback on the “reverb english” textbooks. table 2 feedback on “reverb english” textbooks no dimension(s) feedback 1. content 1. the font of the textbooks should be increased to make the students enjoy the learning process. 2. the pictures in some pages should be changed into colorful to engage students in learning. 2. materials (local values) 1. the materials are suitable for the students‟ level which is for young learners (yl). 2. the topics presented based on the local values are suitable and have already been integrated 3. language-use 1. it is already based on the young learners‟ level. 2. easy to understand. 3. the textbooks have already mentioned the instruction for the students with both languages (english and bahasa indonesia). 4. syllabus-based 1. the topics presented in the textbooks are suitable with the topics presented in the school's syllabus. 2. the basic competences are in line with the syllabus. 3. the basic competence as well as the indicators are already mentioned and presented at the top of each page. 5. learning strategies 1. the activities development for the teachers‟ guideline are presented in the textbooks so that teachers can develop their learning strategies. khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 143 according to the table 2, the “reverb english” textbooks already meet the standard and are appropriate for the learners' needs. however, some points, such as the font and color of the pictures, should be revised before distributing the textbooks to students. feedback on the try out and implementation of the “reverb english” textbooks “reverb english” textbooks had been revised based on the experts‟ feedback, but they still need to be tried out or tested. the try out aimed to determine the quality of the textbooks as well as the effectiveness in the learning process. the try out carried out by distributing the textbooks during the english class. by using simple random sampling, five students were chosen from both groups to be interviewed. the researcher interviewed the students one by one after the english class ended. five students were chosen from different classes to avoid the same answer, so that the interview was done in different day based on the english schedule of each class. the student feedback is summarized in the table 3. table 3 students feedback in “reverb english” textbooks' try out no indicators feedback 1. layout 1. “i love the layout of these textbooks because it is interesting and i become eager to learn english through these books.” (student 1) 2. “these english textbooks have an interesting and colorful layout. the design makes me enjoy learning english with the teachers and friends.” (student 2) 2. content-related 3. “the content presented in “reverb english” textbooks are easily to understand by me because it is still related to my surroundings.” (student 3) 4. “reverb english” textbooks presented almost the same as the homeroom teachers taught so that i have no difficulty in visualizing even though it is in english.” (student 5) 3. worksheets 5. “actually, the worksheets in “reverb english” textbooks are easily to be done but one thing that is difficult is the drawing part. i have little difficulty because sometimes i cannot draw just like the pictures in there.” (student 4) 4. instructions 6. “i understand all of the instructions in the book. i can tell just by looking at the pictures.” (student 2) 7. “the instructions given by the “reverb english” textbook is easy to be understood, the teachers also give it as the same as the book said and it makes me understand about it.” (student 4) from the answers of the five students who chose to be participants during the interview session, it can be inferred that “reverb english” textbooks are effective to be used as instructional materials for english teaching learning for kindergarten students at tk negeri pembina 1 kota malang because in “reverb english” textbooks, almost all pages are covered by the pictures as well as the instructions. students interested with the materials on it because they could increase their creativity on it. feedback on evaluation of “reverb english” textbooks in this step, the result of the evaluation phase was the interview with the in-service teacher at tk negeri pembina 1 malang. the researcher divided the result into three: the strength, weakness and the effectiveness of “reverb english” textbooks in the english learning process. the feedback on evaluation of the “reverb english” textbooks is summed up with the table 4. khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 144 table 4 feedback on evaluation on “reverb english” textbooks no dimension sub-dimension feedback 1. strength the advantages „the advantage of using “reverb english” in the learning process is students tend to be more active with the various activities. in addition, this book can help the teacher to manage the classroom.” (teacher 1) the suitability of the vocabulary “the vocabulary that is used in the “reverb english” textbook has already been simplified and suitable for use at every age of early childhood education.” (teacher 2) teacher‟s experience “students can be more focused in learning vocabulary in english by using the “reverb english” textbook when they learn english in the classroom with the teacher.” (teacher 3) students‟ activeness “the activities in this book are already in line with the early childhood development stage because it appeared with the various activities that can help students be more active in the classroom.” (teacher 4) 2. weakness the size of the pictures “several pictures in there are too small and it would be better if it can be a little bit.” (teacher 2) the design “giving a color in several pages can help the improvement of the textbook to be more interesting.” (teacher 4) 3. the effectiveness “this book is effective enough to help teachinglearning activities in the classroom because it gives various activities and worksheets that makes students enthusiastic during the english learning process.” (teacher 1) “reverb english” can make the english learning process to be effective because the vocabulary in there are the things that are in students‟ surroundings.” (teacher 2) “reverb english” can help students learn english faster in class since the material is aligned with the current topic, the language is simple to comprehend, and the graphics are engaging.” (teacher 3) from the feedback on evaluation of “reverb english” textbooks during the english learning process in the classroom, it can be proved that “reverb english” textbooks can be applied effectively in the classroom during english teaching and learning for kindergarten students due to the strength and weakness of the textbooks. discussion this research focused on developing adequate english textbooks namely “reverb english” for kindergarten students. additionally, it emphasized the students‟ and inservices teachers‟ responses to the effectiveness of the textbooks during the english learning process. the first phase of this model was the analysis phase and the researcher divided the need analysis into two groups: target and learning needs. as syam (2020) states, target needs refer to what the learners must do in the particular context, while learning needs refer to the knowledge and abilities that learners will need to perform at the required level of competence in the target situation. in addition, the researcher also used participant observation as the steps to conduct this phase as dewalt & dewalt (2010) as cited in mcgrath & rudman (2019) khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 145 stated that participant observation requires the researcher being engaged in the every day implied aspect of people's activities, and interactions. the result of the need analysis showed that learners' purpose in learning english in kindergarten scope was to introduce the basic english, especially for foreign language which is in terms of vocabulary and pronunciation based on students‟ level. the results of need analysis are in line with nugraheni (2016) that mentioned, english can be introduced in early kindergarten by teaching them about the vocabulary and translating it into the first language to get the exact meaning. these activities assist students in expanding their vocabulary and they will find it easier to learn vocabulary if it is presented in the form of real nouns that they are familiar with in their daily lives. moreover, students' needs must be considered when teaching language. as a result, regardless of their level, teachers must consider the characteristics of their students (ratri et al, 2018). from this need analysis, it can be concluded that in kindergarten, tk negeri pembina 1 malang, the students need adequate english textbooks that are based on the syllabus of the school and students' levels. the next phase was the design phase. in this phase, besides the general topics such as myself, environments, family, animals, plants, transportation, and natural phenomena, the researcher also integrated the local values into the material given in textbooks to introduce the students about indonesia, the country where they live in. here, the researcher wanted to introduce more of the local values of indonesia so that students can get more knowledge about it. the integration of local values is represented in the english textbooks with some sub-topics such as traditional houses, state symbols, traditional clothes, and state symbols which were mentioned in the english textbooks, reverb english. it is stated that by combining local values into the teaching of english, the teaching and learning of english will enable young learners to be the next generation of this country, able to study a widely used international language while also preserving their culture (puspitasari et al., 2021). furthermore, by integrating local values, the most important point to consider is how they retain their identity and integrity, which is shown in their characters as well as their spirit of nationalism (ratri & puspitasari, 2019). additionally based on wulandari et al (2018), since there are currently few local cultures that contain local cultural materials, integrating those things into instructional materials is still limited. based on the result, it can be concluded that in designing instructional materials such as english textbooks, besides the general topics, the local values also need to be shown in the textbooks so that students can understand about our culture. after designing the textbooks, the next step was the development of the english textbooks namely reverb english. at first, the researcher divided the textbooks based on the level of the students so that “reverb english” textbooks are divided into two, first for group a (4-5 years old) and second for group b (5-6 years old). each book consists of 32 pages which is divided into 16 pages for the first semester and the rest of the pages for the second semester. moreover, this result of the development phase is also in line with noputri et al (2021) that state, the main point of the textbooks is the syllabus because the syllabus consists of certain indicators that will be carried out in the teaching-learning process, so that teacher should assure the english textbooks are suitable with the syllabus used in the school, tk negeri pembina 1 malang. after developing the textbooks, the next step was an expert validation checklist. “reverb english” textbooks have been reviewed by two experts since the researcher provided two validation checklists that are based on the contents and learning process. the content validator was a lecturer who mastered knowledge, skill, and methodology in teaching english as foreign language (efl). in this checklist, there are three items which are about the learning, materials, and language use that are being reviewed by the expert. meanwhile, the learning validator was a teacher who understood well about the english teaching-learning khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 146 process in the classroom which is in kindergarten school, tk negeri pembina 1 malang. the learning validation checklist consisted of two items: syllabus-based and learning strategy. in addition, the expert validation checklist was conducted to help the researcher develop english textbooks that are suitable for kindergarten students in tk negeri pembina 1 malang. the next process was revising textbooks based on the expert validation. in this step, the researcher revised some points on the “reverb english” textbooks. at first, “reverb english” textbooks were designed in black and white color, but based on the expert validation checklist, it should be better than the textbooks are mixed both black & white and colorful to engage students more in learning english. the second suggestion from the experts was about the size of the font. the researcher revised based on the suggestion to make the size of the font to be larger. this result indicated that in developing the english textbooks, some aspects need to be considered such as color and the size of the font. the next phase was the implementation phase. in this phase, the “reverb english” textbooks were being tried out by the researcher and the researcher interviewed the students about the effectiveness of the textbooks during the learning process. the results of the first interview were in line with lee (2014) that stated blanks on worksheets encourage students to fill in the gaps; they provide possibilities for knowledge development. worksheets can help students attain academic success in a variety of ways and can be used as supplements to textbooks to add content for specific classes. the second students‟ responses stated that they must analyze the information they have got, students learn to solve problems independently and gain thinking skills by having the difficulty levels on worksheets (delima et al., 2019). additionally, “reverb english” textbooks could help students in visualizing the pictures. these images can help the students in visualizing the material or object being discussed, as well as supporting them in completing the activities (safitri & tyas, 2019) instructional materials played a critical role in the teaching-learning process, including improving students' memory skills, facilitating the teaching-learning process, and assisting in bringing the body of knowledge under discussion closer to reality (bukoye, 2019). it is shown from all of the answers from the students based on content-based and enjoyment during the learning process. in conclusion, the students stated that they enjoy doing all the worksheets and learning the materials in “reverb english” textbooks because they can learn a new language which is english and it is fun for them. the last phase was the evaluation phase. in this phase, the researcher interviewed inservice teachers in the school to know the effectiveness of the “reverb english” textbooks during the learning process. the reason why the researcher interviewed the teachers was that during the learning process, the inservice teachers were involved together with the researcher in implementing the “reverb english” textbooks. the result of this study is supported by nesamalar, saratha & teh (2001) as cited in cole & feng (2015), when learning a new language, writing is the ability that most students struggle with the most. the results about the strength of the “reverb english” textbooks are in line with agustiawan et al (2018) that stated, the teacher should decide how to convey vocabulary and how many words to present in class before beginning to teach the students. teachers should use the language based on the students‟ level and for the kindergarten students, the language also needs to be simplified to help the students understand the materials well. moreover, active learning is also conducted in english learning in the classroom because it can engage the students more in learning by using the textbooks. the implementation of active learning is assessed at the program level, the content, the variety of student abilities, the classroom level, and the discussions that students require to develop concept understanding (winarni et al., 2022). by using “reverb english” textbooks as instructional materials, students found it helpful in learning and got to know english even more. in short, “reverb english” textbooks can engage students in khittahira developing “reverb english” textbooks ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 147 learning vocabulary in english because the language has been simplified and made the students to be more active during the learning process in the classroom. the results about the weakness of the “reverb english” textbooks as the instructional materials, the color presented there still needed to be revised to give the color in the several pages because it can help the improvement of the textbooks and the students‟ interest in learning english. this is in line with the study from (kasmaienezhad-fard et al (2017) that colored textbooks typically attract young students more than simple black and white ones. from the result, it can be concluded that young learners were more interested in colorful pictures than the black and white. students can acquire english from an early age. in addition, during the learning process, besides visualizing the vocabulary, the researcher used a listen and repeat technique before doing the activities in the textbooks. this technique is effective because it can familiarize students to recognize and memorize the english words being taught. this result was in line with the findings by lelawati et al (2018), who stated that the listen and repeat technique can minimize the risk of mispronunciation for both teacher and students while using a dictionary to check the spelling in pronouncing the word. moreover, repetition requests are another form of an interactional method for encouraging students to become active listeners by requesting the speaker to repeat any topics they don't understand. it is one of the techniques for getting people to communicate with each other and develop their speaking abilities (astutik, 2017). based on the result of the evaluation phase, it can be concluded that “reverb english” textbooks were effective during the english teachinglearning process in the classroom. both students and teachers can understand the materials and activities as well as the instructions being presented in the textbooks. conclusion in order to develop the english textbooks for kindergarten students namely reverb english, the researcher used the addie model. there are five steps in the addie model which are analyzing the needs of the students, designing, developing, implementing, and evaluating the product. three conclusions were drawn from the previous discussion. first, the “reverb english” textbooks are appropriate english textbooks for kindergarten because they are related to the syllabus or topics that are already being set by the curriculum. second, these textbooks are feasible in terms of the content, activities, and instructions. students can understand well what the instructions in the book said and they feel joyful while doing the exercise there. it can help students in learning english as foreign language by writing, speaking, and knowing the vocabulary related to the topic. third, using “reverb english” as instructional material in learning english for kindergarten students was proven effective because it can help students in learning english faster by visualizing what they have learned in the classroom. apart from those findings, “reverb english” textbooks have limitations. these books cannot be written and designed with fully-colorful pictures because students need to improve their creativity by coloring those pictures. other researchers are expected to be able to improve students‟ motivation in learning english by 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(2018). using local culture as teaching materials for improving students‟ reading comprehension. the journal of english literacy education: the teaching and learning of english as a foreign language, 5(1), 11–24. https://doi.org/10.36706/jele.v5i1.5925 https://jurnal.umj.ac.id/index.php/elif https://doi.org/10.20961/pras.v0i0.1462.g1356 https://doi.org/10.15408/ijee.v6i1.9908 https://verlage.westermanngruppe.de/ https://doi.org/10.21070/jees.v4i1.1777 https://doi.org/10.21831/jep.v5i1.603 http://dx.doi.org/10.21093/ijeltal.v5i1.548 http://jultika.oulu.fi/record/nbnfioulu-201706012364 https://doi.org/10.23887/jisd.v6i1.43470 https://doi.org/10.36706/jele.v5i1.5925 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.1-11 doi:10.33394/jo-elt.v10i1.6437 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 1 developing an android-based reader digital application to teach reading aloud at smpn 7 blitar #1 dian aprilia briliani, *2 widiarini, *3 istina atul makrifah #1 english student, faculty of education and social science, university of nahdlatul ulama blitar, indonesia *2 english lecturer, faculty of education and social science, university of nahdlatul ulama blitar, indonesia *3 english lecturer, faculty of education and social science, university of nahdlatul ulama blitar, indonesia corresponding author email: dianbriliani41327@gmail.com a b s t r a c t s a r t i c l e i n f o students in junior high school, especially in 7 th grade are commonly taught reading aloud on learning english. based on those reasons, research on developing an android-based reader digital application is really needed to be conducted because technology could create productive and interesting teaching and learning process. the purposes of the study are to find out the process of developing an android-based reader digital application as media to teach reading aloud in 7 th grade at smpn 7 blitar and to figure out the feasibility of an android-based reader digital application as media to teach reading aloud in 7 th grade at smpn 7 blitar. in order to develop the product research and development (r&d) method by borg and gall contained 10 steps was used. and it is reduced to 7 steps because of the seven steps can be developed in the product and there is limited time. the observation did by questionnaires. a technique for collecting data from multiple validator experts. effectiveness is derived from the results of student surveys. the results of this survey show that the materials expert's overall score was 93.8% and 90% for display layout and design by media professionals. data collection for a survey of 30 students was also 85%. the result shows that the use of applications in he english learning process is approved by teachers and students. the students also sense more motivated to learn english through the application and show an attractive to use the application as the virtual teacher assistant. article history: received: november, 2022 revised: april, 2023 published: june, 2023 keywords: android-based, digital application, reading, how to cite: briliani, d., widiarini, w., & makrifah, i. (2023). developing an android-based reader digital application to teach reading aloud at smpn 7 blitar. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 1-11. doi:https://doi.org/10.33394/jo-elt.v10i1.6437 introduction english takes an important role in several fields of living, such as business, trading, communication, and even in the educational field. therefore, indonesian minister of education assigns english as a required subject in school. in fact, after learning english for years, students still have some difficulties that are difficulty reading sentences and vocabulary, and difficulty understanding concepts. pemecutan (2023) say listening, speaking, reading, and writing are four skills in english that should be mastered by learners. junior high mailto:dianbriliani41327@gmail.com briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 2 school is one of the levels where students need to learn english with more difficulty. in junior high school, english is taught as the main subject that has aim to improve the students’ english proficiency at higher level. as foreign language in indonesia, reading skills become the basic skills of learning english because it is an active process of building meaning of words. besides understanding the text, reading is an actual process of thinking that allows students to use what they might already know, which is also called as a prior knowledge. reading is a process that is carried out and used by readers to get messages, which the writer wants to convey through the medium of words or written language. a process that requires that a group of words which are a unit will be seen at a glance and the meaning of individual words will be known. if this is not fulfilled, the explicit and implicit messages will be caught or understood, and the reading process will not be carried out properly (sri, 2023). this is also in line with what was said that reading is one of the language skills that must be developed, because by reading students are able to gain new understanding through the readings they read. students who have adequate reading skills will be able to absorb various information needed. therefore, the ability to read has a very important position and students' reading skills are not obtained by themselves, but a teacher is needed who is able to direct and guide them so that this ability can be possessed (marnita, 2023). students in junior high school, especially in 7 th grade are commonly taught reading aloud on learning english. at this level, the learning process is focused more on the pronunciation of the words. seventh grade is the transition from a young learner to a higher level, which means they still have young learner characteristics. students at this age usually rely on the patterns of their native tongue which they are still learning to use it correctly. therefore, teachers need innovative learning media to support the learning process to be more attractive and fun for the students, reminding that reading is also a skill that many students encounter difficulties. there are some characteristics of a young learner, there a need for visualization, hard to concentrate for a long time, and a big curiosity about something. the preliminary study at smpn 7 blitar showed that during the pandemic covid-19 students take a study from home, the student faced more difficulties and was less interested in learning english because the students could not discuss with their friends or ask the teacher as much as they can do while learning face to face at school. the online learning process of reading aloud seemed monotonous because the teacher rarely used media to deliver the material. questionnaires shared to students, it resulted that 93.5% of students having difficulty learning english. 77.4% of students seem difficulty pronouncing english vocabulary and 82.9% of students agreed if there was teacher assistance in reading aloud the english text. as much as 83.8% of students said that need media for independent study. especially in learning to read aloud 87.1% of students said they agreed that if reading aloud media assistance was needed to make it easier to explore. based on that all reasons, research on developing an android-based reader digital application is really needed to be conducted. patel (2013) claims that the application of technology could create productive and interesting teaching and learning process. by collaborating the media with technology, the teacher could stimulate students’ motivation and interest in the material. in addition, technology-based learning media is also appropriate for the characteristics of junior high school students, junior high school students are included in generation z where the life of generation z cannot be separated from smartphones and the internet, and they were born and developed amid technological developments. they are also known as the generation who are good at operating the internet either for entertainment, study, or work. an android-based reader digital application is one of the digital applications made by the researcher that could support reading aloud teaching during the online class. briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 3 several studies with a similar topic are found by the researcher. the first study by sari (2020) with the tittle “development of android-based vorily education for improving english vocabulary for light weight tunagrahita student on 2020.” based on the results of the validation test of material experts and media experts, it shows that the vorily educational game is very suitable to be used as a learning medium in improving the english vocabulary of mild mental retardation students in class x sma with 100% material validation result and 90% media validation results which fall into the very good category. the second study was carried out by (eliyawati; agustin, rika rafikah; sya’bandari, yustika; putri, 2020) entitled of the study was “smartchem: an android application for learning multiple representations of acid-base chemistry”. the study was intended to aid students in understanding through media explanations of symbolic, macroscopic, and submicroscopic representations of acid-base material. the validity of the product was assessed by five experts using aiken's validity index (aiken's v). the result showed that some parts of smartchem media needed to be revised, especially in linking submicroscopic level content with symbolism. however, the media could help students understand multiple chemical representations of acids and bases. the last similar study was entitled “development of android based educational games as a supplementary media for vocabulary of seventh grade students in smp hasanuddin kesamben” which was done by (sari et al., 2022). the objective of this study was to determine the development and feasibility of supplementary media for educational games based on android for vocabulary. the researcher used the borg and gall procedure which implemented six out of ten stages of development. the data was analyzed by likert scale. the finding showed the feasibility of the media based on the result of the percentage of expert validation which was 92% media experts with valid or good category and material experts 81.25% with valid or good category. shortly, it can be concluded that the android-based educational game media for vocabulary is very interesting to use as supplementary media. based on the introduction the researcher forms the problem as how is the process of developing an android-based reader digital application as media to teach reading aloud in 7 th grade at smpn 7 blitar and how is the result of developing an android-based reader digital application as media to teach reading aloud in 7 th grade at smpn 7 blitar. the purposes of the study are to find out the process of developing an android-based reader digital application as media to teach reading aloud in 7 th grade at smpn 7 blitar and to figure out the result feasibility of developing an android-based reader digital application as media to teach reading aloud i 7 th grade at smpn 7 blitar. syafitri et al., (2018) states that media is a tool of language teaching that can contribute to the teaching and learning process. learning media is a tool used in the learning process to give a contribution to stimulating students' thoughts, feelings, willingness, and attention while encouraging the learning process itself (puspitarini et al., 2019). learning media can be divided into three kinds of media: graphical media, audio media, and projective media (asni syafitri, et al., 2018). first, graphical media are media in verbal communication symbols like pictures, posters, maps, and diagrams. second, audio-media is a media that uses verbal or non-verbal auditory message symbols like radio and tape. the last kind of media is projective media which could present visual simulation, and it is like graphical media. there are several functions of the media, namely the first is to generate motivation, enthusiasm for learning where students become more interested in learning, which was previously saturated with monotonous learning, becomes learning that is fun because of the learning media. second, reviewing the material that has been studied so that the child does not forget the previous material. third, providing a stimulus to learn, students are given stimulation as a way to make students think more with high curiosity (fadilah & kanya, 2023). briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 4 digital application is software which is also known as an application program that combines certain features in a way that is accessible to users (gunari, alfian & setiawan, 2016). shortly, it is a program of software that is running within the computer or other digital tools in the form of a web browser, email program, game, or other application. moreover, an android-based digital reader application is one of the digital applications made by the researcher that could support reading aloud teaching during the online class. it is an application that students could get from the link that the researcher gives that is provided with several pictures, explanations, and sounds of animal material. moreover, a mobile or digital application is a program that runs on a mobile device and has a function to perform specific tasks for the users. one of the learning media that is digital-based or using mobile tools is an android-based reader application that will be developed in this study. android is a collection of software for mobile devices which includes the operating system, middleware, and major mobile applications (arianto, 2018). according to (safaat, 2012), android is an operating system used on android linux-based smartphones and tablet computers consisting of an operating system, middleware, and main applications. like linux, android also provides an open source or so-called open source which can be used by developers to create software for their own applications. currently, the android operating system is not only running on mobile devices such as phones and tablets, but also on televisions and even watches. android apps are natively built using java programming language, but in its development, we can use other programming languages increase android applications. reading aloud is an activity or activity that is a means for teachers, students, or readers together with other people or listeners to capture and understand information, thoughts, and feelings of an author. reading aloud can be done alone or with other people. read done through the process of voicing the symbols written in the reading when done out loud (ningtyas, 2020). teaching reading is not an easy task, as teachers need to have the appropriate skills and abilities to improve their students' reading performance. fatimah (2023) states that the teacher is an important factor affecting the task and quality of learning. this means that everything a teacher does affects a student's grades, so the teacher needs to teach the student's reading comprehension and manage their attitude toward the student. when reading lessons, teachers need to support and teach textbooks so that they can learn most effectively. when reading aloud, the teacher greets the student, confirms attendance, brainstorms, determines the meaning of the word, and uses it in the sentence. when reading, the teacher reads the text, answers questions based on the text, determine the words, meanings, and verbs used in the text, and reads the same text. when reviewing, the teacher asks the student what difficulties they face in the teaching and learning process, draws conclusions about the material, gives the student homework, and greets them. research method utilizing the development method was in this study. in this instance, researcher were utilizing android-based media. researcher would discuss the outcomes of employing this android-based media in teaching children to listen to and mimic words that depict animals. this called for researcher tools. researcher used observation logs and questionnaires as their tools. to acquire an overview, both of these tools were used. use the use of an androidbased digital reader application was implemented, and a survey was used to learn what the students thought about using android-based media applications both inside and outside of the classroom. briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 5 research design the product that will be developed in this study is an android-based digital reader application used to improve the reading ability of seventh grade students at smpn 7 blitar. the researcher will use the research and development (r&d) method by borg and gall which contained 10 steps. it is research and information collecting, planning, developing a preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. from all those ten steps, the researcher only does six of them during this research, because of the limited time and similarity on some steps. the steps used by the researcher there are research and information collecting, planning, developing preliminary, main field testing, final product revision, and dissemination and implementation. (gall and borg, 2002). figure 1. research design population and sample the population of this study consisted of 31 pupils in grade 7 at smpn 7 blitar. the only public school in blitar city's kepanjenlor neighborhood is smpn 7 blitar. the length of the schooling term, which runs from class vii to class ix, is three academic years, the same as junior high schools in indonesia generally. students in grade 7 at smpn 7 blitar make up the sample from one grade level since they are consistent with the researcher's output. instruments this study uses a questionnaire method. the questionnaire is data collection which is done by giving questions or statements to respondents to answer them (sugiyono, 2015). the questionnaire technique is used to collect data in determining the feasibility of the product. the questionnaire sheet will be given to the media expert, material expert, and the 7 th grades students as the research subject. furthermore, there are two kinds of questionnaires used, namely the needs analysis questionnaire conducted in the preliminary study, and also the student response questionnaire given after the field trial. in a reading aloud course. data analysis from the data obtained, the researcher designs the product related to the problems found previously in the preliminary study. this stage was called develop preliminary step. at this stage, the product that would be designed was an android-based digital reader application. after the product was designed, the researcher conducted product trials to determine its effectiveness. trials could be carried out in one class 7th class of smpn 7 blitar. this step was called main field testing. in the last step of r&d research the researcher revised the product as an appropriate medium for 7 th grade students of smpn 7 blitar. the data obtained by the researcher was in the form of information about learning in the classroom and the obstacles that exist in the classroom, then information about the difficulties of learning english and achievements, and information about the validity of the product in terms of materials and media, the latter related to student responses to the product. data sources could be interpreted from where the data was obtained. the data used in this study was data obtained by researchers when conducting interviews with english subject teachers and homeroom teachers for grade 7 th and researchers conducting several surveys to research and information collecting planning develop preliminary main field testing final product revision briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 6 grade 7 th students in the form of google form, as for the validator material and validator design. the data was collected by questionnaire and interview. the data used in this research contained of two data types. there were qualitative data and quantitative data. the data analysis was processed in the qualitative method by classifying and categorizing data based on several themes according to the focus of the research. qualitative analysis still used words that were usually organized into extended text, and did not use mathematical calculations or statistics as analytical tools. quantitative data was used to test all instrument questionnaires which used the likert scale. research findings and discussion research findings for using an application, it has instructions and also the theme of the contents of the application. table 1 explains what the contents of the application are and also an explanation of the topics used. table 1 content of material no topic instruction picture 1. word listen and imitate the words associated with the pictures, following the correct pronunciation bird, cat, crocodile, dog, fish, lion, mouse, frog 2. phrase listen and imitate the phrase associated with the pictures, following the correct pronunciation 3. simple sentence listen and imitate the sentence associated with the pictures, following the correct pronunciation 4. simple paragraph listen and imitate the paraghraph associated with the pictures, following the correct pronunciation picture 1. main view application picture 2. second view application briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 7 picture 3. menu display picture 4. animal choice picture 5. text word picture 6. text phrase picture 7. simple sentence picture 8. simple paragraph after the initial design, the products are first verified by experts. it was validation assessed by giving a questionnaire to her two validators, a media expert and a material expert. this rating measures questionnaire analysis from expert ratings using a likert scale. questionnaire results were calculated using the arikunto formula (2009). briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 8 table 2 appropriate of the content no items score 1. material corresponds to curriculum 2013 100% 2. relationship between material and core competencies 75% 3. relevance of material to learning objectives 100% 4. material is systematically presented 100% 5. clear and specific material 75% 6. brief comprehensible text 100% 7. effective language 100% 8. suitability media with material. 100% total 93,8% source: (angket validasi ahli materi, 2022) from table 2, it show that the overall effectiveness score of the product's material verification is 93.8%. this means that this android-based learning medium falls into a “strongly valid” category when it comes to materials. this indicates that the overall material presented in this learning medium is suitable for use in the teaching and learning process without revision, and according to the learning objectives, the level of student competence possessed by the student. requires tailored and interactive student learning. the manner in which learning media such as mobile phones are used, the relevant curriculum goals and learning objectives, and the format of presentation in these learning media also motivate students to learn. table 3 appropriate of the layout no items score 1. attractive image design 75% 2. animal design attraction 100% 3. color suitability on media 75% 4. image/illustrations and text clarity 75% 5. simple image 100% 6. media layout suitability 75% 7. media background suitability 75% 8. ease of use 100% 9. suitability of the design with the material being studied 100% 10. this media helps stimulate students in read and listen to english texts 100% 11. the media used is in accordance with the indicators 75% 12. media according to learning objectives 100% 13. this media makes it easier for students to read english texts 100% 14. this media motivates students in learning english, especially reading 100% 15. this media helps students in understanding the material 100% total 90% source: (angket validasi ahli media, 2022) from data a survey completed by media professionals showed a score of 90%, indicating that this android-based learning medium can be used in a “strongly valid” category. this learning medium can be used directly without making revisions. depending on the learning objectives and the practicality of the learning the student receives. these learning media also help students with intensive learning in the form of applications that can be installed on their respective mobile phones so that students can study repeatedly. after validating several validators with satisfactory results, the learning media can be directly tested on students. researchers tested this learning medium on september 8, 2022, with a total of 30 in 7th grade students from smpn 7 blitar city. this experiment was conducted to confirm the effectiveness and practicality of the media in conducting learning in briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 9 the classroom. during the test phase, the effectiveness of this learning medium is confirmed by the results of questionnaires given to the students and calculations by the arikunto formula (2009). table 4 students questionnaire no items score 1. this media makes me interested in understanding the material 83% 2. this media makes it easier for me to read and listen to english texts 89% 3. attractive design, keeps me motivated to learn 80% 4. i feel actively involved in learning with this media 83% 5. the material presented is consistent and easy to understand 85% 6. this media motivates me to learn english 88% 7. interesting material presented 83% 8. the interesting material presented improve my knowledge 90% 9. the design of this medium is attractive and harmonious 81% 10. the instructions of this medium are very clear 87% total 85% source: (angket siswa, 2022) table 4 explains the results obtained from student questionnaires of 85%. in the 2009 arikunto formula, it is included in the "strongly valid" category. this learning media is enough to make students interested in the form of display. so that it makes students motivated to learn to read english vocabulary with correct speech. they also said that this learning media is in accordance with the current learning objectives. they prefer to learn to use cell phones because according to them, cell phones can be carried wherever they go. they say this media is very suitable and in accordance with the learning period or age. discussion this learning media can be accessed from any android phone with 1 gb ram. using this medium is not too difficult to access. however, since this is an application, it requires the use of the internet to listen to the vocabulary in the application and for students to imitate it. the application can also be accessed online, but you can only view animal pictures and read animal descriptions. this statement is consistent with the statement from safitri & kabiba (2020) that using picture media, teachers feel that they are facilitated in delivering material in the teaching and learning process, besides that students also feel interested in participating in the learning process, learning is not boring because students directly see the themes or topics being discussed by the teacher through pictures, so students can understand the material conveyed by the teacher. media images are presented in accordance with the conditions and abilities of students. in addition, the use of media images will increase the enthusiasm of students in participating in the learning process in the classroom. using the reader digital application required an attractive application so that the students would like to learn with the application. in the other hand, the contents of the application have to easily accessand understood. most of all, the application will be considered as a successful application if there are correlation between the material, the appearance, and the degree of accessibility. and these learning media successfully combine materials with a creative context and an appealing look to help students become more engaged in learning english. especially when it comes to reading english vocabulary. this learning medium is devoted to discussing the descriptions of several animals. this learning media can be accessed from any android phone with 1 gb ram. using this medium is not too difficult to access. however, since this is an application, it requires the use of the internet to listen to the vocabulary in the application and for students to imitate it. briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 10 the application can also be accessed online, but you can only view animal pictures and read animal descriptions. contributions and suggestions from students and teachers. since the application only contains animal descriptions in english and not indonesian, the student suggested translating this application into indonesian as well. as well as the addition of animals that are in the application. teachers should also make suggestions about these learning media and give quizzes or questions so that students can listen and imitate as well as ask some questions. this is in line with what was said by andari (2020) who stated that game-based learning is a tool that can help students solve problems, improve critical thinking and make an assessment in the learning process. in this subsection, the author(s) comes to the main part of the article. this subsection serves as the answer to the question(s) stated in the introduction section. to support the answer, the author(s) explain by showing the relevance of the findings described earlier in this section. the author(s) is also encouraged to show how the answer(s) fits with existing knowledge about the topic. moreover, the author(s) can use this space to convey his/her interpretations and opinions, which include the author(s)’s justification towards the essential findings, suggestions for future study, and the clinical implications of the findings. the discussion should be developed concisely whilst still clearly and totally declaring, supporting, explaining, and defending the answers to the questions as well as other important and relevant issues. the main principle is to be punctual and focused in delivering a particular message. bear in mind that this subsection accommodates commentary and not a reiteration of the findings. conclusion the result of the research showed that basically the use of applications to help the learning process is a very important thing today. this relates to the condition of students today who cannot be away from technology. the development of the times certainly demands developments from various sides, including education and learning systems. the use of an android-based application for reading in english lessons for students at smpn 7 blitar is the right decision to adapt to the needs of teachers and students. so far, the application was approved by the teacher, the professionals, and the students of course. the application can attract the teacher and students through its visual design and the material contained on it. the teacher and the professional assumed that there is no revision needed on the application, but the students said that there is a bit of revision needed on the application. overall, the application was approved by all stakeholders on the smpn 7 blitar to help the english learning process. acknowledgement i want to express my gratitude to the english teacher for her assistance and for taking the time to guide researchers in conducting this study effectively. in addition, i want to thank the smpn 7 blitar principal for approving the researchers' requests to conduct the study. references andari, r. (2020). pemanfaatan media pembelajaran berbasis game edukasi kahoot! pada pembelajaran fisika. orbita: jurnal kajian, inovasi dan aplikasi pendidikan fisika, 6(1), 135. https://doi.org/10.31764/orbita.v6i1.2069 arianto, a. (2018). diagnostic expert system android based kidney disease. arikunto, s. (2009). dasar-dasar evaluasi pendidikan edisi revisi. jakarta: pt. bumi aksara. asni s., abdul, a., & sumardi, s. (2018). an application of powtoon as a digital https://doi.org/10.31764/orbita.v6i1.2069 briliani developing an android-based reader ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 11 medium: enhancing students’ pronunciation in speaking. international journal of multicultural and multireligious understanding, 5(2), 295-317. http://dx.doi.org/10.18415/ijmmu.v5i2.359 eliyawati, e., rika, r. a., yustika, s., & rossy, a. h. p. 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(2015). metode penelitian kombinasi (mix methods). bandung: alfabeta. syafitri, a., asib, a., & sumardi, s. (2018). an application of powtoon as a digital medium: enhancing students’ pronunciation in speaking. international journal of multicultural and multireligious understanding, 5(2), 295. https://doi.org/10.18415/ijmmu.v5i2.359 http://dx.doi.org/10.18415/ijmmu.v5i2.359 https://doi.org/10.24331/ijere.518054 https://doi.org/10.28926/jdr.v6i1.161 https://doi.org/10.18415/ijmmu.v5i2.359 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.120-128 doi:10.33394/jo-elt.v10i1.7302 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 120 directed reading thinking activity (drta) strategy on students’ reading comprehension of narrative text #1 ayu lutfiah dewi, *2 ainol, *3 achmad kholili #1 english student, faculty of educational scientific and teaching, islamic university of zainul hasan genggong, indonesia *2 english lecturer, faculty of tarbiyah and teaching, islamic university of zainul hasan genggong, indonesia *3 english lecturer, faculty of educational scientific and teaching, islamic university of zainul hasan genggong, indonesia corresponding author email: ayweldileo@gmail.com a b s t r a c t s a r t i c l e i n f o drta is a reading comprehension strategy for students, especially narrative texts. balajthy (2003) in his book says russell stauffer in 1975 developed the directed reading thinking activity (drta) as a more attractive alternative to the course outline model used in most basic guided reading courses. the drta strategy was advanced to encourage active reading comprehension and move the student to assume critically to understand the text. the design of a quasi-experimental with a design non-equivalent control class was employed since this investigates the efficacy of using the drta strategy for improving students’ reading comprehension of the narrative text. the observation, test, and documentation were collected in this study. the question test consisted of 20 items using pretest-posttest, in the viiia class, which included 22 female students were used as an experimental class, and the viiib class, which included 14 male students was used as the control class. an independent sample t-test was used to analyze the evidence to find out whether the drta strategy improved the students’ reading comprehension. the result showed that the t-test value was 4,698 with probably sig two-sided 0,001, the score sig two-sided 0,001 < 0,05. the experimental class that received the drta strategy differs significantly from the control class that did not receive treatment. as a result, it will draw a conclusion that the drta strategy is effective for the education and studying of the activity of eight grade students at the mts miftahul jannah’s. article history: received: march, 2023 revised: may, 2023 published: june, 2023 018 keywords: drta, reading comprehension, narrative text, how to cite: dewi, a., ainol, a., & kholili, a. (2023). directed reading thinking activity (drta) strategy on students’ reading comprehension of narrative text. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 120-128. doi:https://doi.org/10.33394/jo-elt.v10i1.7302 introduction generally, people will not be able to understand information from books, newspaper essays, and the internet without having good reading skills. reading is the skill of receiving information. according to harmer (2007) is beneficial for language acquisition. apart from being useful, reading skills are the key to success in the future and people who want to be successful in the future must always take the time to keep reading. mcnamara (2007) reading is one of several teaching formats that convey prior knowledge for future learning. mailto:ayweldileo@gmail.com dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 121 brown (2004) reading becomes the most crucial skill in any educational setting. therefore reading skills are very influential in our lives. according to brown (2001), four english skills have to be learned by the student. such as communicate by speaking, listening, writing, and reading. reading, listening, speaking, and writing are language abilities. reading is a learning competencies that have to be learned by students. snow (2002) defines reading comprehension as a process of interacting with and simultaneously creating definitions through relationships and written language participation. rasinski (2010) definition of comprehension is the act of consciously creating meaning through dialogue between the reader and the sentence. reading comprehension is also critical for improving reading efficiency and enjoyment, as well as for assisting with all other subjects in life both personally and professionally. also, it can aid students in understanding the text’s goal. the student has studied various texts when learning english, especially narrative text. the text of a narrative is one that explains a series of events in chronological order or in relation to one another. narrative texts are typically imaginative, which means they are not real or exist only in the author’s imagination. a narrative text, according to martin (2000), is one in which an agent tells a story. reading narrative texts is very important for students because narrative texts are always related to problems in the story and end with problem-solving, so stories and narrative texts provide students with a lot of moral messages. however, most students continue to struggle with reading english because they do not understand the text. common difficulties are non-indonesian languages which lead to difficulties in reading english, lack of vocabulary, mastery of pronunciation, etc. but in reality, reading is not as easy as it seems. reading requires a good understanding so that someone can interpret information correctly. sometimes students have to read the text twice or think twice to understand it, even though it takes a lot of time for students. this is especially useful for students who are not motivated to study. reading must be too difficult for students. according to harmer (2003), students have predicted that the entire experience will frustrate them and reduce their motivation to learn. this attitude is frequently the result of illiteracy. this is primarily due to students being assigned reading texts that are too difficult for them to be interested in, teachers do not generate interest, and students believe that reading is always boring. the most common causes are usually students who have difficulty in reading comprehension, namely, lack of confidence, lack of desire from within them to learn reading comprehension, lack of support from the family, parents, and the most common thing is students don’t like english and it’s fast. bored when learning reading comprehension in class. the causes of students who develop bored quickly are frequently the consequence of the teacher’s education and science strategies. based on observations at the islamic junior high school miftahul jannah, the researchers discovered that english teachers continued to use the old method, which only focused on explanation. as a result of teachers' lack of creativity in adopting learning methods, students become bored quickly when learning english, resulting in difficulty reading, a lack of vocabulary, difficulty understanding english texts, and a lack of motivation to learn to read. according to the issues raised above, the researcher will use drta strategy to address the issue of reading comprehension in students. drta is a strategy that can improve a student's understanding. balajthy (2003) in his book says russell stauffer in 1975 developed the directed reading thinking activity (drta) as a more appealing alternative to the lesson plan model used in most basic guided reading courses. the directed reading thinking activity, approach directs students’ involvement in the text because they have to participate and demonstrate during reading in class. the student can find the central textual concept by learning reading comprehension. according to arief (2019), drta is a reading strategy in which readers use their personal experience to help the author's concept come to life. the dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 122 drta strategy is created to encourage operative comprehension of the text and to encourage students to think critically in order to comprehend texts. several previous studies applying drta in the study (hasan, 2019; chaemsai, 2016; sunarti, 2022; annida, 2018) find demonstrated the drta strategy worked well in improving students' reading comprehension. drta strategy is beneficial to the development of reading comprehension by students. the point in this research is to determine the impact of the drta on students' reading comprehension at the mts miftahul jannah. the problem statement is whether or not students who are instructed with the drta approach outperform those who aren’t. the researcher hopes the directed reading thinking activity (drta) strategy will be successful in enhancing comprehension of the text in this study. research method research design this research is a non-equivalent control class design and a pretest-posttest of quasiexperimental design. the researcher used a quasi-experimental design because the researcher did not have the authority to control the sample under study, which meant the researcher did not have the freedom to choose samples at random. this was due to restrictions in the school setting. however, in a quasi-experimental design, the researcher takes the experimental process such as determining the research schedule and choosing types or research measurements. donoghue (2013) proposes a quasi-experimental design with control but no random assignment. this means that experimental concept research is a study without random assignment. population this study was conducted in the eighth grade at mts miftahul jannah, which consisted of two classes totaling 36 students, namely class viiia and class viiib. class viiia was the control class, totaling 14 male students, and class viiib was the experimental class, totaling 22 female students. instruments the observations are made prior to being given an observation test by using an instrument in the research so that the technique of educating and studying english in the classroom as well as the methods used by the teacher and can be learned by the researcher. furthermore, the study administered tests to students, specifically the pretest-posttest. the pretest was administered prior to treatment, and the posttest was administered following treatment. the pretest was given before the treatment and the post-test was given after the treatment. the pretest is given to find out the students’ basic mastery skills in reading comprehension while the posttest is to find out the students’ reading ability after being given treatment. finally, documentation is used to collect data, such as lists of student names, student knowledge prior to treatment, and documentation used when conducting research. the researcher applied the drta strategy to the viiib student as an experimental class, and do not give a treatment to the viiia as the control class in four meetings. drta strategy greatly assists students during the teaching and studying process on reading, students will gain extensive knowledge, and students will be able to develop their potential of reading much more celerity. data analysis to compute the pretest and the post-test scores on both the experimental and control class, the quantitative data analysis method was used. spss version 29 was used to calculate the input in this research. to evaluate the hypothesis of the result, this study uses descriptive dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 123 analysis, validity and reliability, a normality test, variance homogeneous, and an independent sample t-test. research findings and discussion research findings the data in this study used descriptive statistical analysis. statistical descriptive analysis used in this study was to find the mean, frequency, total score, standard deviation, median, and percentage. statistical descriptive data analysis can be seen in table 1. table 1 pretest and post-test score of the control and experimental class statistics pretest_ex post_ex pretest_control post_control n the valid 22 22 14 14 the missing 0 0 8 8 the mean 70.68 84.32 67.50 65.36 std. an error of mean 3.548 2.062 4.681 3.904 median 72.50 85.00 72.50 62.50 mode 80 85 80 80 std. deviation 16.640 9.673 17.514 14.606 variance 276.894 93.561 306.731 213.324 range 65 40 65 40 minimum 30 60 25 45 maximum 95 100 90 85 sum 1555 1855 945 915 according to table 1, it is evident that the pretest and post-test average values in the experimental and control classes are 70.68 and 67.50, respectively, whereas the post the experimental class will take a test 84,32 then, for the post-control class is 63.36. as a result of their average scores, it can be observed that the score of the average in experimental class, which was taught using the drta strategy is higher than which was not taught using the drta or non-drta strategy. an independent samples t-test is needed for testing in this study, the purpose of using an independent sample t-test is to see whether have any distinctions in the post-students' examination value from the experimental class and the control class. however, the requirement before carrying out an independent sample t-test is to check the input for normality, and the homogeneity of the data. if the resulting input is normal and homogeneous, then you can proceed with a test namely, an independent sample t-test. the board has displayed an evaluation of data normality and data homogeneity. dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 124 table 2 normality test and homogeneity test according to the normality data table 2, the shapiro-wilk test was utilized by the researcher due to the small sample size of the population. according to kusumawati (2022), the normality test can be carried out using the kolmogorof-smirnove test for large samples (>50) and for small samples is (<50), namely the shapiro-wilk test with the compelling value, it is higher than 0.05 or > 0.05. table 2 displays that the sig data for the preexperimental class are (0,191 > 0,05) post-experimental (0.085 > 0.05), pre-control (0.173>0.05), and post-control (0.135 > 0.05). based on the information provided, it can be deduced that the data above is normally distributed. table 3 the homogeneity test of variances the variance homogeneity was tested levene statistic df 1 df 2 sig. the result based on the mean 2.656 3 68 .055 based on the median 2.388 3 68 .076 based on median and with adjusted df 2.388 3 56.945 .078 based on the trimmed mean 2.674 3 68 .054 after carrying out the normality examination, subsequently, the next evaluation will be the homogeneity score. the procedure for testing the homogeneity of variances is conducted to find out whether or not the variances of the two classes are similar. this sample can be declared homogeneous if the based mean of the level of significance is > 0.05 or bigger than 0,05. the results of the homogeneity in table 3 on the sig based on the mean is 0.055, meaning that the data shows greater than 0.05 or 0.055 > 0.05. this means that the variance of the data above is homogeneous. if the data is normally distributed and homogeneous, it can perform in the independent sample t-test. the independent sample t-test is performed in this study to provide that have a variance in results of the post-test of an experimental and the post-test of control. to see the result of the independent sample t-test and various statistics, see table 4. a class shapiro wilk statistic df sig the result pretest_ex .939 22 .191 post-test_ex .922 22 .085 pretest_control .913 14 .173 posttest_control .905 14 .135 dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 125 table 4 the statistic group statistics group abclass n the mean the std. deviation the std. error mean studywith drta post_experiment (drta) 22 84.32 9.673 2.062 post_control 14 65.36 14.606 3.904 table 4 of this statistical group is to see the results of the average in the post-test scores for an experimental class and post-test scores for the control class. according to the table above, the average value in both the experimental and control classes is different, namely a post-experiment was 84.32 while a post-control is 65.36. table 5 an independent sample t-test an independent samples test the levene's test for equality of variances t-test for equality of means f sig. t df significance mean differenc e std. an error differe nce 95%confidence interval of the difference onesided p twosided p lower upper study drta the equal variances assumed 6.312 .017 4.698 34 <.001 <.001 18.961 4.036 10.759 27.163 equal variances not assumed 4.295 20.291 <.001 <.001 18.961 4.415 9.760 28.162 the t-test value is evident from the table 5 is 4.698 and the sig two-sided value is 0.001 < 0.05 or 0.05 is less than the sig two-sided value. infinitely from these data, it was determined that there was a significant divergence in the learning results of the students using the drta method throughout the experimental class and the learning outcomes of the pupils with non-drta strategies in a control class, because the value of t is 4.69 with probably 0.001 is less than 0.05 or 0.001 < 0.05, then h1 is approved and ho is refused. the use of the drta method in the experimental class and those who are not trained with drta in a control class in the reading comprehension of students the text of narrative have a significant difference, which means the alternative hypothesis or h1 is accepted. discussion based on the study’s findings, an attempt is made to reverse the effects of the drta strategy on students’ reading comprehension of the narrative text. the acronym for drta, stauffer developed the strategy in drta in 1969 to encourage readers to actively participate in taking the text, making predictions, and then sampling the text again to correct the student’s previous predictions. jonson (2001) drta strategy is very useful for teachers because it can shape students to become good and appropriate readers. this drta strategy dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 126 can connect the background to the reading purpose text, and students will participate in the strategy’s prediction activities. grabe (2009) because the drta there are approaches that can be employed to inspire students to participate in reading actively, it is an important strategy used by teachers of teaching and learning strategies. the findings of the study have addressed that there has been a significant variance among the student who is taught by drta strategy and the student who is not learning by drta strategy or non-drta. this is evident in several previous studies by (hasan, 2019; chaemsai, 2016; annida, 2018; & sunarti, 2022) this study demonstrated the drta strategy improves students’ reading comprehension. the study have been known in table 4 and 5. where table 4 shows the value is higher belongs to the experimental class after receiving a treatment with a drta strategy than the control class with a lower average value by not being given a treatment or non-drta strategy. this can also be seen in t-test value 4.69 with probably sig two-sided 0.001. this means that the value is less than 0.05 or 0.001 < 0.05. h1 is accepted, while ho is denied. so the study appears that has been a significant divergent between the experimental class which was treated by drta strategy and the control class which was not treated by the drta strategy or was not treated at all. the conclusion is that teachers can use the drta strategy to make students better in reading comprehension particularly narrative text. finally, the drta strategy can be applied to the teaching and learning processes of students at mts miftahul jannah. according to sunarti (2022) the drta strategy improved students’ reading comprehension. it will show the fact that a significant difference is discovered (index = 3.118 p = 0.003) as a result, h1 is received and ho is rejected. the results demonstrated that the drta strategy improved students' reading comprehension. according to hasan (2019) the drta strategy is good in the results that have been studied, with the drta strategy contributing 72% while the control class or non-drta strategy contributing 49%. it has been demonstrated that the drta strategy is efficient for students in reading comprehension. chaemsai (2016) found that the drta strategy was efficient for the students’ reading comprehension in subsequent research. according to annida (2018), the drta strategy was also good for students' reading comprehension. the result demonstrated, that the comparison between (cells a2b1-a2b2) ho was rejected. this means that the pupils who have learned by the drta strategy outperformed students who have learned by the kwl (know want to know) learning strategy. a few years later, although many researchers have conducted research on drta strategy, and most of them showed that the drta strategy was significant, the ongoing study attempts to consider the efficiency of the drta strategy on students’ reading comprehension of narrative text in a different sample and population. in using the drta strategy have advantages and disadvantages. the advantage of the drta strategy is an activity to predict the stories so that it can help students to get an overview of the text. drta strategies exist that can be used for other lessons in the subject matter. the drta is a strategy that is full of preparation, so it’s not just a focus on studying. the disadvantage of the drta strategy is that the drta strategy can take up many hours if class management is not efficient. using the drta strategy through directed reading thinking activity sometimes information cannot be obtained quickly. this research has been conducted and the result state that the drta has an effective strategy in reading comprehension. the research uses a quasi-experimental. quasiexperimental research can provide high levels of evidence without checking. this research is in accordance with the research findings, the results studied are results that are relevant to the research objectives. however, this study requires the provision of books that are many and often beyond the skill of students to understand the contents reading of the texts, so sometimes students need a lot of time to process reading comprehension. seriousness when studying students is a difficulty for the researcher to make the class maximally controlled. so dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 127 that in further research should prepare better and optimally. that is expected that the next researcher have to be increased by utilizing a large sample and employing a different focus text such as procedure text, descriptive text, or report text. future research can also use different methodologies to examine the relationship between research variables and further research can also use different objects such as universities. conclusion based on the discussion above, it can be concluded that for some students reading comprehension is one of the most difficult learning activities. the most common difficulties are due to a language that is different from the use of the mother tongue which is used daily to cause the problem. to solve this problem the researcher uses the drta strategy on students' reading comprehension and focuses on narrative text. the drta strategy is an effective strategy for students. this can be proven by researchers from the pretest post-test results in the experimental class and control class, namely the experimental class that was given treatment using the drta strategy on reading compressions was more effective than the control class that was not given treatment or non-drta. although the drta strategy has been proven to be effective for students' reading comprehension, to apply this drta strategy requires providing a lot of books and it is often beyond the ability of students to understand the contents of the reading text so sometimes students need a lot of time to process reading comprehension. seriousness in studying students is a difficulty for researchers to make the class optimally controlled. so that in further research should prepare better and optimally. future research is expected to improve further research by using a larger sample and using a different text focus such as procedural text, descriptive text, or report text. acknowledgement praise be to allah, the most blessing and merciful. praise be to allah for all his blessing, the researcher is very grateful because of allah, with his mercy and grace the researcher was able to complete this journal. the researcher is also pleased to 1) the lectures that have supported mr. ainol, m.pd.i.; 2) mr. achmad kholili, m.pd. 3) mts miftahul jannah, especially to the class viiia and viiib. references annida, i. a. (2018). the effect of directed reading thinking activity (drta) learning strategy and reading interest for reading comprehension ability. sn pd, 1(1),62-69. arief, c. u. (2019). the effect of pbl and drta on critical thinking and reading comprehension to students in elementary school. ieccie, 326(3),96-101. balajthy, e., & sally, l. w. (2003). struggling readers assessment and instruction in grades k-6. the guilford press: new york. brown, h. d. (2001). teaching by principle an interactive approach to language pedagogy. (2nd ed) san francisco: longman. brown, h. d. (2004). language assessment principle and classroom practice”. sanfrancisgo. longman. chaemsai. r.dee. (2016). the directed reading thinking activity(drta) and traditional approach using tales of virtue based on his majesty the king’s teaching concepts in seventh grade students’ reading comprehension. english language on teaching, 9(9),18-27. donoghue, p. (2013). statistic for sport and exercise studies an introduction. routledge: usa and canada. dewi directed reading thinking activity ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 128 grabe, w. (2009). reading in a second language moving from theory to practice. united states of america. cambridge university press. harmer, j. (2007). how to teach english. harlow, pearson education limited. harmer, j. (2003). how to teach english: an introduction to the practice of language teaching. england: longman. hasan, a. (2019). the effect of directed reading thinking activity (drta) method on students’ reading comprehension for state islamic senior high school. jeatl, 8(2),140-148. jonson, f. k. (2001). go strategies for improving reading comprehension in grades k – 8. sage publications. kusumawati, et al. (2022). metodologi penelitian keperawatan. pt global eksekutif teknologi. padang sumatra barat. martin, m. (2000). the narrative reader. routledge. london and new york. mcnamara, d. s. (ed.). (2007). reading comprehension strategies: theories, interventions, and technologies. lawrence erlbaum associates publishers. rasinski. t., & bagert. b. (2010). the poet and the professor poems building roading skills poems for building reading skills: levels 6-8. shell educational publishing. huntington beach. snow, c. (2002). reading for understanding: toward an r&d program in reading comprehension. santa monica, ca: rand corporation. sunarti, s. (2022). effectiveness of directed reading thinking activity(drta) stategy for learning reading comprehension at grade iv in yogyakarta. knowledge, 7(1), 14. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.40-51 doi:10.33394/jo-elt.v10i1.7053 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 40 learning speaking strategies by esp learners in english for theology classroom to enhancing self-efficacy #1 theo dedy palimbunga’, *2 louise pali’ datu, *3 merlina ma’tan #1 english lecturer, fkipk, iakn toraja, indonesia *2 student, fkipk, iakn toraja, indonesia *3 student, fkipk, iakn toraja, indonesia corresponding author email: thedypalimbunga@gmail.com a b s t r a c t s a r t i c l e i n f o speaking is a skill that requires learners to have good self-efficacy. selfefficacy can influence the behavior of learners. learners with high selfefficacy will learn speaking easily, but learners with low self-efficacy will face the difficulties. in this case, there were esp learners who were afraid of mispronouncing, avoiding assignments, lacking enthusiasm, and lack of confidence. this study aimed to find out the speaking learning strategies used by esp learners in enhancing self-efficacy in english for theology classroom. this research was conducted at institut agama kristen negeri (iakn) toraja using a qualitative descriptive method. data were collected through semi-structured interviews and observation. it involved twenty one students as research informants. the data obtained were then analyzed using a qualitative descriptive approach. the results showed that the speaking learning strategies used by esp learners in enhancing self-efficacy were cognitive strategy, affective strategy, memory strategy, social strategy, and metacognitive strategy. of the five strategies that can be found, the most widely or dominantly used strategies are cognitive strategy and affective strategy. article history: received: january, 2023 revised: june, 2023 published: june, 2023 keywords: speaking strategies, self-efficacy, esp learners, english for theology, how to cite: palimbunga', t., datu, l., & ma’tan, m. (2023). learning speaking strategies by esp learners in english for theology classroom to enhancing self-efficacy. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 40-51. doi:https://doi.org/10.33394/jo-elt.v10i1.7053 introduction english for theology is a compulsory subject at institut agama kristen negeri (iakn) toraja. english for theology is classified as english for specific purposes (esp). the main focus of esp is related to the disciplines being studied by students (febriyanti, 2017). in this case, the topics related to theology and christianity. students who learn this type of english are called esp learners. according to wardah (2016), nowadays, many books or scientific articles that examine religious issues have been written in english. therefore, esp learners need to master english in order to be able to study the latest religious issues and to be able to read and write scientific papers in english. pierson et al. (2010) stated that english for theology is a type of esp that focuses on teaching aspects of english related to theology including theological terms and complex grammatical structures used in theological writings. it is also used by theologians when they teach or write in the english context. so, the main objective of english for theology is how to use english in theology not to teach theological concept. it is applied to meet the needs of mailto:thedypalimbunga@gmail.com palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 41 esp learners, for instance when they do assignments such as reading books, articles and theological journals in english. it can help students in understanding theological terms, english sermons, and reading the holy bible. therefore, if esp learners have good english skills, they can read much information about theology from various sources easily (palimbunga’, 2022). in applying english for theology, lecturers and esp learners often face some problems in learning process. there was research conducted by palimbunga et al. (2021). the research explored about esp learners’ speaking anxiety in learning english for theology. the result showed that there were eleven factors causing speaking anxiety in english for theology classroom namely: lack of vocabulary especially theological vocabulary, fear of negative evaluation, lack of confidence, lack of knowledge in english, fear of being tested orally, fear of making mistakes, having poor pronunciation, low achievement, failing to speak fluently, shyness and fear of being in public. the result showed that esp learners who experienced speaking anxiety were afraid to speak english. this condition showed that esp learners had low self-efficacy. this finding is also strengthened by observations that show symptoms of low self-efficacy in esp learners. they feel afraid to speak english, fear of making mistakes in pronunciation, avoid assignments, lack of enthusiasm, and lack of confidence. self-efficacy is a personal assessment of his/her ability to organize and carry out tasks to obtain achievement. it is the main key to completing an activity or assignment. students who have high self-efficacy will assume that difficulties in learning english are challenges. therefore, their self-confidence will reduce anxiety in speaking. conversely, if students have low self-efficacy then self-confidence or enthusiasm in learning english will also be low (surya et al., 2018). bandura (1997) stated that belief or the ability to manage and take action to achieve goals is called self-efficacy. self-efficacy is closely related to self-concept, selfesteem, and locus of control. efficacy plays a very important role in everyday life. a person will be able to use his potential optimally if self-efficacy supports it. in human life, success in solving a problem will increase self-efficacy. otherwise, failure will reduce self-efficacy. in relation to learn english, students who have low self-efficacy will avoid assignments while students with high self-efficacy will be more enthusiastic, more persistent, and put more effort into the learning process. self-efficacy has a positive effect on speaking learning outcomes. that is why the higher the self-efficacy possessed by a person, the higher the learning outcomes of speaking will also increase (hardianti & marpaung, 2021). self-efficacy in learning english becomes an important factor that can influence the behavior of those who learn it (firdausih & patria, 2021). the obstacles experienced by someone who is learning english can be overcome properly if the person's self-efficacy is good enough (suryanovika, 2019). seeing the phenomena discussed in this research, selfefficacy is an issue that should receive attention because the high and low self-efficacy of esp learners can affect the quality of learning english. if low self-efficacy continues, the learning process of speaking in english for theology classroom will be hampered. speaking is the most difficult skill to master (megawati, 2016). in the current pandemic situation, the success of learning speaking is not enough if it is only determined by the lecturer's teaching strategy but also by the enthusiasm of the students to use the speaking learning strategy (kusumaningsih et al., 2020). learning speaking in english for theology classroom will run smoothly if applying appropriate learning strategies. it is hoped that the learning strategies used can increase esp learners' self-efficacy which will certainly support the success of learning in the classroom. increasing student self-efficacy is largely determined by the type of learning strategy used. students must have self-efficacy and good learning strategies if they want to be successful in learning english (weda et al., 2018). according to oxford (1990), there are two kinds of learning strategies, namely: direct strategy and indirect strategy. direct language learning strategies are broken down into three palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 42 types, namely memory, cognitive, and compensation. indirect language learning strategies are divided into three, namely metacognitive, affective, and social. memory strategies are used by using previous knowledge and learning experiences. this learning strategy involves a lot of memory. the learning process uses memory and receives new information. cognitive strategies are the mental strategies learners use to make sense of their learning. compensation strategies help students to overcome knowledge gaps to continue the communication. this strategy is applied to understand language and produce new language in a variety of different meanings. metacognitive strategies are all behaviors related to techniques or ways to deal with and manage teaching and learning materials. this strategy emphasizes the importance of concentrating, compiling, planning, and evaluating how to learn the language. these strategies are used to help students to regulate their learning. affective strategies are concerned with the student’s emotional requirements. this learning strategy includes emotions, attitudes, motivation, and values in learning. social strategy is all behavior related to cooperation with colleagues in achieving goals. social strategies lead to increased interaction with the target language. in learning speaking, students need to learn how to organize ideas, compose sentences and convey spoken language with good pronunciation that can be understood. they also need to learn about how to interpret the meaning of language according to the context of the language (sofyan et al., 2015). sometimes, speaking is considered as difficult skill to master because lack of vocabulary, difficult to memorize, fear of making mistakes, having poor pronunciation, and fear of being laughed at by friends (firdausih & patria, 2019). in addition, mistar et al. (2014) stated that speaking requires a variety of learning strategies when applying them. to achieve these goals, learning strategies which appropriate to the conditions of esp learners are needed until learning objectives can be achieved. there are several researches discuss about learning strategies in speaking and selfefficacy. widhayanti (2018) researched the factors that cause students’ speaking anxiety and their learning strategies to overcome speaking anxiety in students majoring in english in surabaya. the results are class procedures, student beliefs, teacher beliefs, self-perception, social environment, errors in the social environment, topic understanding, and cultural differences. another finding from this research is that the learning strategies applied by students are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. in line with this issue, wael et al . (2018) also conducted a study to find out the learning strategies used in speaking. the results showed that the sequence of learning strategies most widely used by third semester students majoring in english were memory strategies, metacognitive strategies, social strategies, affective strategies, compensation strategies, and finally cognitive strategies. in addition, it was also found that the factors that influence the speaking learning strategy are psychological factors, the role of the lecturer, assignments, environment, and social factors. research on learning strategies and self-efficacy is not only conducted in indonesia. in iran, ahmadian & ghasemi (2017) examined the interrelationships between language learning strategies used, levels of self-efficacy, and multiple intelligences. the results showed that there was a significant correlation between self-efficacy and language learning strategies, self-efficacy, and multiple intelligences. they also found that cognitive strategies, metacognitive strategies, social strategies, and affective strategies were associated with multiple intelligences more than any other type of strategy. this issue was also an interesting issue to be researched by chen (2020) in china. this research aimed to find the relationship between self-efficacy and english proficiency. the result showed that the level of selfefficacy influenced the choice of learning environment. students with strong self-efficacy could flexibly use various methods in learning and have excellent self-management. students with good english skills had high self-efficacy scores. it was also found that there was a palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 43 positive correlation between self-efficacy and english proficiency. in line with the several researches described above, this research also discussed speaking strategy and self-efficacy but it explored the context of english for theology. this research was conducted to know the speaking learning strategies used by esp learners in enhancing self-efficacy in english for theology classroom. research method research design this research used a descriptive qualitative research method. descriptive qualitative research method is a method used to find knowledge of certain research subjects. it is intended to collect information and try to describe all the symptoms or conditions that exist (mukhtar, 2013). the researchers chose this method to describe the symptoms and phenomena about the speaking learning strategies used by esp learners in enhancing selfefficacy in english for theology classroom. subject the research was conducted at institut agama kristen negeri (iakn) toraja. the research subjects were students of english for theology. the number of informants involved was 21 students. instruments the research instrument used was semi-structured interviews. the data obtained was processed and analyzed using a descriptive qualitative method. the stages of analysis are data collection, data reduction, data presentation, drawing conclusions, and data verification (miles & huberman, 1994). data analysis data collected through interviews were then transcribed to make it easier for researchers to see patterns of problems. after that, the data was reduced by sorting the required data and then coding the informants, and grouping the data. the data is then presented by grouping it based on the speaking learning strategy used by esp learners in enhancing self-efficacy. the final step is to draw conclusions and verify the data. research findings and discussion research findings based on data analysis, the speaking learning strategies used by esp learners in enhancing self-efficacy in english for theology classroom can be identified sequentially, namely cognitive strategy, affective strategy, memory strategy, social strategy, and metacognitive strategy. in this research, there were no esp learners who used compensation strategy. 1. cognitive strategy the most dominant strategy used by esp learners in enhancing their self-efficacy was cognitive strategy. it was indicated by six speaking learning strategies that they used, namely pronunciation practice, watching english movies, speaking in front of a mirror, reading books, reading dictionaries, and translating. a. pronunciation practice in cognitive strategies, pronunciation exercises were the most widely applied form of strategy by esp learners. they practiced pronunciation directly with themselves. there were eight informants’ statements that discussed this strategy. informant 7 said that she often spoke alone and arranged her words in english. this practice could increase her palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 44 self-confidence. informant 11 also said the same opinion. he said that he practiced saying words in english because if it was just a theory, he often doubted but if he practiced it, it would be easier and it made him more confident. this statement is supported by the opinion of another informant. informant 14 said that pronunciation practice could make her tongue to be familiar with english so that she could say english words fluently. another opinion is in line with the previous opinion, informant 15 said that she liked to practice a lot. she practiced saying words or sentences. another expression can also be found in the statement from informant 17. she said that she must had a preparation before speaking in the classroom. she usually practiced by repeating the speaking materials. she thought that to enhance her self-efficacy, she must have good preparation and practice continuously. besides doing practice with themselves, esp learners also practiced their pronunciation through several applications on the internet and social media. informant 8 said that on her instagram, she followed several accounts which often upload videos about english pronunciation. she practiced by repeating the pronunciation in the videos. another expression can also be found in the statement from informant 10. she said that she often watched youtube to see english videos. she argued that it could enhance her self-efficacy. this statement is supported by informant 11’s statement. she said that she practiced pronunciation using an application and she always practiced what she learn on the application. the statement above is also in line with the opinion expressed by another informant 18. she said that she watched english videos on youtube. then, she learned to say it again. usually, she watched and then repeated the pronunciation on the videos. b. watching english movies practicing speaking while watching english movies was the second part of cognitive strategy. this strategy was described in the following informants’ statements. informant 2 said that she also watched english movies to add new vocabulary so that she would be confident in speaking because she had a lot of vocabulary. this statement was supported by informant 3’s statement. he said that prefers to watch english movies to enhance his self-efficacy in speaking. while he watched the movies, he practiced directly, the english sentences or the english words. in relation to this statement, informant 10 that she also liked to watch western movies that had indonesian language subtitles. thus, it could help her to understand the meaning and add her vocabularies. in addition to the statements above, there are still other related opinions given by informant 19. she said that she could increase her number of vocabularies by watching english movies. she felt more confident in speaking when she had many vocabularies. this opinion is corroborated by statements given by informant 20. she said that she usually watched western movies and then she tried to repeat the sentence. this practice could enhance her self-efficacy when she is speaking. c. speaking in front of the mirror. the third strategy that can enhance esp learners’ self-efficacy was by practicing speaking in front of a mirror. this strategy can be seen in the informants’ statements. informant 5 said that in improving his speaking, he practiced saying sentences in front of the mirror and then applying them in everyday life. the same opinion is given by informant 8. she said that she practiced speaking in front of the mirror to reduce her speaking anxiety. another statement made by the informant 10. she said that she sometimes practiced speaking in front of a mirror to help her be confident. this statement is in line with the opinion of informant 11. she said that she talked to herself in the mirror. if she could speak english fluently, she would be confident. this argument is supported by the statement of informant 12. he said that before he spoke english in the palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 45 classroom, he did a practice. he practiced in front of a mirror. he did not feel anxious anymore. d. reading books the next cognitive strategy that can enhance esp learners’ self-efficacy was reading books. it can be seen from the informants’ statements. informant 5 said that he also tried to read english books. i dared to speak english if i know the vocabularies. a similar opinion was expressed by informant 6. she said that she liked to read bilingual books and bible, in indonesian and english. she could compare the meaning she felt more confident when speaking. another statement made by informant 9. she said that she liked to read english articles in english and it caused her to be enthusiastic in learning speaking. in line with this opinion, informant 15 argued that she also like to read english books because there were new vocabularies. she felt more confident in speaking when she mastered many vocabularies. e. reading dictionaries reading dictionaries was the fourth strategy in enhancing esp learners’ selfefficacy. it can be identified by the informant’s statements. informant 2 said that speaking must be practiced. therefore, she used a dictionary application. she put the words in the dictionary and then she heard the pronunciation. she argued that when she knew how to read the words, she had enthusiasm and confidence. there was also another opinion expressed by informant 7. she said that she practiced new vocabularies through a dictionary. she repeated the pronunciation continuously. similar expressions can be found in another statement. informant 10 said that she felt more confident if she knew a lot of english words. thus, she did not know the meaning of the words, she would find the meaning in the dictionary. f. translating the last part of this strategy was translating. informant 14 said that she practiced by reading words or short sentences in english. then, she learned to translate them. she felt more confident in speaking when she understood the meaning of words both in english and indonesian. a similar opinion can be found in another statement. informant 17 said that she liked to read english text and read word by word. then, if there is something she did not understand, she would underline it and try to find the meaning. in line with the previous opinion, informant 20 said that she was enthusiastic to learn speaking if she composed words or stories using indonesian first and then she translated them into english. after that, she practiced pronouncing them. 2. affective strategy the second most speaking learning strategy that can be identified was affective strategy. there were four parts in this strategy namely listening to english songs, positive thinking, self-encouragement, and diverting fear. a. listening to english songs listening to english songs was used by the most of esp learners to enhance their self-efficacy. informant 1 said that actually, she was not confident because there were still many mispronunciations. therefore, she often listened to english songs and learn how to pronounce them. thus, she could be confident because the songs help her in practicing pronunciation. the statement above is also in line with the opinion expressed by informant 2. she said that she likes practicing by listening to english songs. this statement is supported by another similar statement. informant 4 argued that she always practiced speaking by listening to english songs in both inside and outside the classroom. a similar opinion can be found in another statement. informant 5 said that he tried to listen to english songs and follow the pronunciation. palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 46 in line with this statement, informant 10 also gave her opinion. she said that she often listened to western music. thus, while she listened to it, she sang the song to practice pronunciation. she stated that listening english songs could make her to be more relaxed. it was easier for her to store them in her brain. in addition to the statements above, there are some related opinions. informant 13 said that listened to english songs and practiced pronunciation by singing the song could make her to be confident in english pronunciation. a similar opinion was also expressed by informant 14. she said that she like listening to western songs and repeating them, especially if the words are difficult to pronounce. another statement made by the informant 16. she said that if she listened to english songs, it would be easier to pronounce because it could be followed while singing. this statement is in line with the opinion of another informant. informant 17 said that she often listened to music. according to her, music was very fun and it can be a helpful tool in learning english, especially speaking. there was also another opinion expressed by informant 19. she stated that she enjoyed listening to western songs and singing along to the lyrics. it was fun way and could help her to enhance her self-efficacy. b. positive thinking positive thinking was the second strategy that can enhance esp learners’ selfefficacy. this strategy can be seen in the statement of informant 1. she said that she had experience from high school. she was often asked to do speaking in front of the class. thus, if there was speaking assignment in class, she would more confident. other expressions can also be found in the statement of informant 10. she said that she tried to think positively when she can. she felt she would be able to speak at that time. this statement is supported by another statement. informant 11 said that she made concept and changed her mindset when she was in doubt. she thought that she had to change her mindset to be positive. another statement that is similar is given by informant 13. she said that she tried to be confident and positive thinking when she was asked to speak in english. besides the statements above, there were other related opinions. informant 15 said that she threw away the negative thoughts. she had to believe in herself. she thought that in learning english, wrong or right was not a matter if she really wanted to learn. the important thing here is there is a will and there is confidence. in relation to this statement, informant 16 stated that to enhance herself, she took a breath and believe that she could do speaking. she thought that if she wanted to step back again it was useless because she had committed to learn speaking. other opinions also be found in the statement of informant 17. she thought that english is something fun, not something to worry about. thus, if she wanted to give a presentation and there were some difficult words to say, she would try it over and over again until she understood how to read and pronounce them. the statements above were also in line with the opinion expressed by informant 19. she said that she tried and tried again to be able to pronounce each vocabulary correctly. c. self-encouragement the next strategy that can be identified was self-encouragement. this strategy can be seen in the statement given by informant 7. she said that if we do not believe in ourselves, we would not be able to speak english. this statement is supported by the opinion of informant 14. she stated that at the first she calmed herself down. then, she tried to strengthen or motivate herself to do speaking. she thought that she had to motivate herself to be more confident. d. diverting fear the final part of the affective strategy was diverting fear. a statement that described this strategy was given by informant 9. she said that she felt nervous when spoke in the palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 47 classroom. at the time, she would divert her view and focus. this statement is supported by the opinion of informant 13. she said that she tried to master her topic and not be nervous when she spoke in the classroom. she also tried to enhance her confidence by pushing herself to be dare. 3. memory strategy the next speaking learning strategy to enhance esp learners’ self-efficacy was memory strategy. there were two strategies found in this part, namely remembering words or sentences and repeating and memorizing vocabulary. a. remembering words or sentences part of the memory strategy was remembering words or sentences. it can be seen from informant 7’s statement. she said that she just relaxed and tried to memorize words or sentences. then, she put them together in good english sentences. this way can enhance her self-efficacy. this statement was supported by the opinions of informant 20. she stated that at the first time, she was quiet and then she tried to remember the words one by one. after she remembered them, then she put together the sentence again. another opinion that agrees with the previous opinion is given by informant 21. she said that she would be confident and enhance her self-efficacy to do speaking if she recalled the words that have been learned before. b. repeating and memorizing vocabulary. repeating and memorizing vocabulary were the second part of memory strategy. the informant’s statement that describes this strategy is given by informant 1. she said that the method that she often used to be confident when speaking was reading the material repeatedly until she memorized it. other expressions can also be found in the statement of informant 15. she stated that she would speak english easily by memorizing vocabulary. the statement above is also in line with the opinion expressed by another informant. informant 17 said that she repeated the vocabulary. another thing that she did to enhance her self-efficacy was to write down the name on the objects. thus, she read, repeated dan memorized the objects easily. 4. social strategy furthermore, social strategy was also used by esp learners to increase self-efficacy in learning speaking. there were two parts identified in this strategy, namely collaborating with friends and asking someone. a. collaborating with friends collaborating with friends was part of a social strategy. this can be seen from the informant’s statement. informant 8 said that to be more confident, she practiced it with her closest friends. a similar opinion was also expressed by informant 10. she said that she often spoke english with her sister even though they were simple sentences. another statement made by the informant 11. she stated that she also practiced it in everyday life and at boarding houses and on campus. it could enhance her self-efficacy in learning speaking. b. asking someone the final part of the social strategy was asking someone. this can be identified in the statement of informant 2. she said also asked the other people. if she already knew the answer then it affects her confidence. there was also another opinion expressed by informant 20. she stated that if there was a word or sentence that she did not know the meaning, she would ask someone who understand english better than her. palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 48 5. metacognitive strategy this strategy was the last strategy that is also used to enhance self-efficacy by esp learners. the metacognitive strategy consisted of two parts, namely making the resume and asking for corrections. a. making the resume making the resume was a part of metacognitive strategy. this strategy can be seen from the informants’ statements. informant 10 said that she would be confident in speaking if she made the points of what she would discuss. she also made sentences that are easier to understand for herself and for other people too. another similar statement was made by informant 12. he said that he prepared the points of the material to be conveyed, the outline and sequence of the material were clear so that it was easy for him to understand and made him to be confident in speaking. b. asking for corrections the last part of the metacognitive strategy that can be identified was asking for correction. this strategy can be seen clearly in informant 10’s statement. she said that she asked for helping from friends to give evaluation and correction on her speaking. if it has been corrected then she would be confident to speak english. discussion 1. cognitive strategy based on the description of the data, it can be seen that cognitive strategies were the strategies most widely applied by esp learners to enhance self-efficacy. there were fifteen of twenty one esp learners applied this strategy. they were informant 2, informant 3, informant 5, informant 6, informant 7, informant 8, informant 9, informant 10, informant 11, informant 12, informant 14, informant 15, informant 17, informant 19, and informant 20. there were six part of cognitive strategy that they used namely pronunciation practice, watching english movies, speaking in front of a mirror, reading books, reading dictionaries and translating. the findings in this study were supported by the results of widhayanti’s research (2018). the findings showed that the strategy used by students in learning speaking was practicing speaking in front of a mirror. other research related to this strategy was conducted by wael et al. (2018). they found that students gave a great attention to pronunciation practice in order to produce good speaking. this finding is corroborated by the results of research conducted by abbas (2014). he explained that watching english videos, watching movies, watching english tv broadcasts, taking notes on difficult vocabulary, and using a dictionary are excellent strategies to use for learning speaking. the findings in the research described above are in line with the research conducted by kusumaningsih et al. (2020). the results of the research showed that almost all students used strategies but one that was most dominantly used by students was cognitive strategy 2. affective strategy based on the explanations of the informants, it can be seen that the affective strategy was speaking learning strategy that was also widely applied by esp learners to enhance their self-efficacy. there were fourteen of twenty one esp learners applied this strategy. they were informant 1, informant 2, informant 4, informant 5, informant 7, informant 9, informant 10, informant 11, informant 13, informant 14, informant 15, informant 16, informant 17, and informant 19. part of the affective strategy that they used namely listening to english songs, positive thinking, self-encouragement, and diverting fear. the findings in this study were supported by the results research of widhayanti (2018). the findings showed that the affective strategy used in teaching speaking was students relaxing in various ways, namely taking deep breaths, listening to music, meditating, palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 49 taking walks, staying calm, and discussing feelings with friends. the findings are supported by research conducted by wael et al. (2018). they found that the speaking learning strategy used was that students motivated themselves to dare to speak in front of their classmates, had to be confident, prepared lots of vocabulary, and prepared themselves so they were not afraid of making mistakes. the results of this study are corroborated by the findings of kusumaningsih et al. (2020). they stated that almost all strategies were used by students to develop speaking skills but the most dominant strategy used by students was affective strategy. 3. memory strategy based on the description of the data, it can be seen that remembering words or sentences and repeating and memorizing vocabulary were parts of memory strategy. there were only six of twenty one esp learners who applied this strategy. they were informant 1, informant 7, informant 15, informant 17, informant 20, and informant 21. in line with these findings, research conducted by widhayanti (2018) showed that students tried to relax while recalling learning material or topics, trying to remember material because they did not take notes when speaking, repeating reading material, and trying to remember the essence of the lesson. this strategy is categorized as a memory strategy. in connection with this issue, wael et al. (2018) also did research. they found that part of the memory strategy was watching movies using english, and watching video tutorials about speaking on youtube. in addition, they also added that students use auditory and visual abilities to remember vocabulary and make it easier for them to learn speaking and remember vocabulary. the findings in this study are supported by abbas (2014) research results. he stated that memorizing vocabulary and using media images were included in the memory strategy. 4. social strategy based on the explanations of the informants, it can be understood that collaborating with friends and asking someone was part of a social strategy that can also enhance selfefficacy. there were only four of twenty one esp learners who applied this strategy. they were informant 2, informant 10, informant 11, and informant 20. social strategy is a strategy used in english through interaction, both within the school environment and outside the school environment (anggini & mulyadi, 2020). the findings in this study are in line with the results of research conducted by widhayanti (2018). she found that collaborating with friends in groups, asking friends to provide input or comments, and practicing with friends were social strategies used in learning speaking. in relation to this research, wael et al. (2018) also found that practicing speaking with friends, discussing learning material from the previous meeting, and asking lecturers or friends who understand if they encounter problems in speaking are part of a social strategy. in relation to this issue, abbas (2014) found that talking and discussing with friends is included in social strategy. 5. metacognitive strategy metacognitive strategy was the last strategy applied by esp learners but there were only two of twenty one esp learners applied this strategy. they were informant 10 and informant 12. this strategy consists of two parts, namely making the resume and asking for corrections. in line with the findings in this study, widhayanti (2018) also found that making notes containing the resume of the topics, making notes containing the speaking material, making notes before speaking, and making preparations for several days before carrying out the speaking task were part of the metacognitive strategy. this finding is supported by the research of wael et al. (2019). they found that in speaking, the strategies used were students palimbunga’ learning speaking strategies by ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 50 preparing themselves to learn speaking, preparing a dictionary to help translate if they encountered difficult vocabulary, and preparing vocabulary for speaking. conclusion based on the results of the analysis, it can be concluded that there were five learning speaking strategies used by esp learners in enhancing self-efficacy in english for theology classroom. they were cognitive strategy, affective strategy, memory strategy, social strategy, and metacognitive strategy. the most used or dominant strategies were cognitive strategy and affective strategy. there were six parts of cognitive strategy. they were pronunciation practice, watching english movies, speaking in front of the mirror, reading books, reading dictionaries, and translating. affective strategy consisted of four parts namely listening to english songs, positive thinking, self-encouragement, and diverting fear. there were two parts of memory strategy namely remembering words or sentences, and repeating and memorizing vocabulary. social strategy consisted of collaborating with friends and asking someone. the last strategy was metacognitive strategy. it consisted of two parts namely making the resume, and asking for corrections. in addition, there were no esp learners who applied compensation strategy in learning speaking. references abbas, a. 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(2018). the effects of self-efficacy belief, motivation, and learning strategies on students’ academic performance in english in higher education”. asian efl journal 20(9.2), 140-168. widhayanti, z. (2018). english department students’ learning strategies to overcome speaking anxiety. retain, 6(2), 60-67. https://doi.org/10.21070/pedagogia.v5i2.246 https://doi.org/10.24815/siele.v2i1.2232 https://doi.org/10.32505/enlighten.v1i2.784 https://doi.org/10.34307/misp.v2i1.33 https://doi.org/10.26858/ijole.v2i1.5238 https://doi.org/10.24260/al-hikmah.v10i2.618 https://www.researchgate.net/journal/asian-efl-journal-1738-1460 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id december 2022, vol.9 no.2 online: 2548-5865 print: 2355-0309 pp.205-216 doi:10.33394/jo-elt.v9i2.6338 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 205 folklore as local culture-based material for improving students’ reading comprehension of narrative text #1 riryn fatmawaty, *2 fita faridah, *3 novi rahmania aquariza, *4 alfiyah nurahmada #1 english lecturer, fkip, universitas islam lamongan, indonesia *2 english lecturer, fkip, universitas islam lamongan, indonesia *3 english lecturer, fkip, universitas nahdlatul ulama surabaya, indonesia *4 english student, fkip, universitas islam lamongan, indonesia corresponding author email: rirynfatmawati@unisla.ac.id a b s t r a c t s a r t i c l e i n f o the study aims to describe the use of folklore in the classroom to improve students’ reading comprehension and to ascertain the reactions of the students to this approach. 22 students in 9 th grade b at smpn 1 sugio are the subjects of the study, which employs the classroom action research methodology. participation of the students to improve their reading comprehension is the theme of all the key phrases. the teacher needs to inspire the students more, though. utilizing interviews, observations, and questionnaires, data is gathered. 14.28.% of students met the minimal mastery level criterion, according to their preliminary test results (kkm). the initial cycle was deemed ineffective. students who attained the bare minimum mastery in the first cycle was deemed a failure. the percentage of students who met the minimal mastery level criterion (kkm) was only 53.57% or 15 students. the second cycle is regarded as a success. it was because 26 students, or 92.85% of the test participants, met the minimal mastery level criterion (kkm). the percentage of students who got up increased with each cycle, and the findings suggested that reading folklore could improve students' reading comprehension. reading folklore in the classroom raises students' enthusiasm, enjoyment, and participation. reading the narrative text through folklore can improve students' reading comprehension. article history: received: november, 2022 revised: december, 2022 published: december, 2022 ep 2018 keywords: narrative text, reading comprehension, folklore, local-culture based material, how to cite: fatmawaty, r., faridah, f., aquariza, n., & nurahmada, a. (2022). folklore as local culturebased material for improving student reading comprehension of narrative text. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 9(2), 205216. doi:https://doi.org/10.33394/jo-elt.v9i2.6338 introduction english is one of the most important aspects of communication, and it is used as a tool of communication in countries all over the world. most indonesian students have difficulty comprehending english texts despite having studied english in primary school. factors that come into play for students can be barriers to reading comprehension. ruston (2006) stated that one’s factors may be classified into essential factors; from the students and the other events surrounding the students. reading is one of the critical matters in english. reading is likewise one of the four language skills (listening, speaking, reading, and writing) that is crucial to be discovered and mastered by means of every man or woman, to something that turned into writing. due to mailto:rirynfatmawati@unisla.ac.id fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 206 the fact human beings will recognize all the facts in the international by way of reading well. within the reading procedure, students are not best at reading the textual content but additionally know-how which means what they examine definitely. reading is likewise a terrific manner for students to develop and understand english. britton (1983) also added that the ability to read is the key to educational achievement. according to smith (2004) comprehension is a kind of up-market synonym for understanding in discussions that are (or are intended to appear) technical and scientific. in such contexts, the word frequently appears not alone, but in combinations such as comprehension skills or the comprehension process, even by people who would never use expressions such as comprehension skills or comprehension process. poulkahor (2013) states in reading and the type of reading used, several sorts of reading comprehension are frequently prominent. literal comprehension is often defined as the following: reading is necessary if you wish to recognize, remember, or remember the details that are explicitly stated in a passage. reading for informational comprehension involves using the reader's interest, instinct, and inference skills to find information that isn't stated clearly in a passage. nuriati, et.al (2015) reading is one of the ways to communicate in written forms; reading requires understanding and comprehension to get some points from the text." reading is a very important skill that every individual should be able to master. reading is a process carried out and used by the reader to obtain the message that the writer wishes to convey through written language (jia & liang, 2017). reading is a skill that will gradually become ingrained in a person's daily life. furthermore, reading is defined as a process carried out and used by readers to obtain the message conveyed by the author (mendelman, 2007). reading strategies that are used effectively also assist readers in monitoring their comprehension processes and modifying their reading style to aid in their efforts to decode a text, understand words, and construct the meaning of the text (miyamoto et al., 2019). koch & spo (2017) reading skills are also required for a person to learn from texts and are essential for lifelong learning. harrison & salinger (2002) reading is a complex activity in which accomplished readers operate at multiple levels at the same time. they are decoding and establishing meaning while responding to what they read, selecting specific aspects to consider, and evaluating effects. at the lower levels, the emphasis is on accurate and fluent reading as well as reading with comprehension. response to texts is included at all levels but becomes more prominent later, as are information retrieval strategies. the sense of a text as an artifact and its critical evaluation of it distinguishes upper-level students' responses. all of the following aspects are mentioned with varying emphasis throughout the levels: a) using various strategies, reading accurately and fluently; b) establishing meaning and demonstrating comprehension; c) making use of inference and deduction; d) locating and utilizing key aspects, ideas, and information; e) recognizing and analyzing character, language, theme, and structure; f) responding to what was read, expressing preferences, and making critical judgments; g) using texts to explain and support points as needed. regarding the meaning of reading, heilman, (2006), argues that reading is interacting with language encoded in print." interaction with printed language should result in comprehension. qrqez & rashid (2017) also state that reading comprehension is more than just recognizing individual words or comprehending each individual word as our eyes pass over it. rupley (2005) stated that “science comprehension is the end product of the reading process, you would expect to find pupils engaged in reading comprehension instruction during a large portion of classroom reading time”. according to duke (2003) comprehending is the process by which readers make sense by interacting with a text using a combination of fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 207 prior knowledge and prior experience, information in the text, and reader perspectives on the text. harris & sipay (2018) state that reading comprehension is the result of an interaction between the perception of graphic symbols that represent language skills and world knowledge. from kristin and leah (2010) explanation, reading comprehension can be achieved when a reader is able to obtain some information from the written text. reading comprehension is a dynamic skill that changes depending on the purpose of the reading and the text at hand. reading comprehension necessitates the reader's prior knowledge as well as cognitive and metacognitive strategies. according to jhonson et.al, (1980) reading comprehension is defined as the understanding, evaluating, and utilizing of information gained through interaction between reader and author. klinger (2007) defines reading comprehension is a complex process involving the interaction of numerous components. readers, their background knowledge, their reading strategy, the text, their interest in the topic, and their knowledge of text types are among these components. when reading a printed text, these components interact with one another. when inference appears in those interactions, readers struggle with reading comprehension. in addition, rupley (2005) identifies the components of comprehension: remembering word meanings (vocabulary knowledge), inferences drawn from content, following a passage's structure, and recognizing the purpose, attitude, tone, and mood of a writer. derewianka (1990) argues that the goal of narrative text is to entertain, teach, or notice, as well as to add the author's reflection on an experience and to broaden the reader's imagination. narrative is a form of writing that aims to tell a series of events or human experiences based on the development of historical essays and writings from time to time (shepherd, 2019). narrative emphasizes the chronological order of events, events, and problems (langellier, 2020). there is a distinction between narrative and story, also known as the structural distinction between sjuzet and fabula or plot and discourse. the narrative organizes events, whereas the story includes prior events or events that the reader must assume or guess (nielsen, 2004). according to abbott (2002) is a story or in general, its meaning tells a story. stories generally have one or more events or events that run according to chronological time and the events are conveyed through several media. an event can qualify as a story if there is a change from the initial state. nielsen (2004) also explains that although the story and plot are technically an element of a narrative. another definition of narrative text according to nielsen (2004) a narrative is defined as a series of events." its fundamental elements are the chronological order of events (story), their verbal or visual representation (text), and the act of telling or writing (narration). he also explains that although the story and plot are technically elements of a narrative. in addition, there are several characteristics in the narrative text according to derewianka (1990: 1) function (social function) a narrative's purpose is to entertain, educate, or inform the reader, to embody the writer's reflections on the experience, and to nourish and extend the readers' imagination, 2) orientation: establishes the context and introduces the participants (difficulty: a problem arises) and (resolution: the issue has been resolved, for better or worse), 3) language characteristics, a. specific, often individual participants with clearly defined identities. humans or animals with human characteristics are the most common participants, b. primarily action verbs (material processes), but also numerous verbs referring to what human participants said, felt, or thought (verbal and mental processes), c. usually in the past tense many linking words to do in time, d. there is even dialogue, during which the tense can change to present or future, e. descriptive language is fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 208 used to enhance and develop the story by conjuring up images in the minds of the readers, f. can be written in the first or third person (i, we) (he, she, they). folklore is essentially a form of collective culture because generally folklore is spread and passed down from generation to generation. as described in the background of the study of folklore. folklore studies are unique in modern scholarship in their emphasis on expressive behavior that is variously described as local, vernacular, traditional, and the like, and which involves symbols; verbal, visual, musical, and kinetic communications; and belief, history, and imagination, all of which necessitate description, interpretation, and analysis (ben-amos, 2018). prahara (2021) states that folklore is a branch of science that reviews and discusses culture. buterbaugh, (2018) also mentioned folklore as a fundamental expression of human culture that is subject to similarly fundamental change depending on the context. and folklore can be a collaborative creation of the so-called "folk," or it can be a consumable resource that feeds tourism development, with meanings shifting along the way. according to dundes (1969), folklore is autobiographical ethnography or a people's personal description of themselves. this is in contrast to other people's descriptions, such as those provided by social workers, sociologists, political scientists, or anthropologists. there may be distortion in a people's self-image as expressed in songs, proverbs, and the like, but one must admit that there is often as much, if not more, distortion in the ostensibly objective descriptions made by professional social scientists who see the culture under study through the culturally relative and culturally determined categories of their own culture. endraswara (2013) states that the definition of folk which reads "a group of people, who" have physical and cultural identification characteristics so that they can distinguish from other groups” and the notion of lore which reads “custom or culture” implies that this research on folklore in the archipelago is very broad and very diverse variety. because folklore is a mirror of self and habits of humans collectively, then revealing folklore is the same drive into the beautiful mysteries of man. bascom (2016) also stated that folklore is used to express the social approval of those who conform and that certain forms of folklore, such as "praise names" and praise songs, are specifically designed for this purpose. prahara (2021) added that folklore can be interpreted as a group of people (tribes) who have a tradition that is recognized by the community and passed on to each generation. so that a folklore will still exist even though the times continue to develop. the main features of folklore according to danandjaja (1984) are: a) the distribution and inheritance are usually done orally, namely spread by word of mouth from one (or by one example accompanied by gestures, and reminder aids) from one generation to generation, b) folklore is traditional, that is it is spread in a relatively fixed form or a standard form. spread among certain collectives over a long period (at least two generations), c) folklore exists in different versions. this is caused by the way spread orally by word of mouth, and usually not through notes or recordings, so that folklore can easily be experienced changes, however, the difference lies in the external only, while the basic form persists, d) folklore is usually anonymous, that is the name of the creator is no longer known, f) folklore usually has a formulaic or patterned shape, g) folklore has uses (functions) in the common life of a collective, h) folklore is paralogical, that is it has its own logic that is not the general logic. characteristic this recognition is especially true for oral and partially oral folklore, i) folklore becomes the collective property of a particular collective. this is of course caused because the first creator is no longer known, so each member of the collective concerned feels he/she has it, j) folklore on generally innocent, so it often seems rude, and too spontaneous. this is understandable when considering that for many folklores it is the most honest projection of human emotion in its manifestation. fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 209 research method research design this research was a classroom action research carried out using a qualitative method. kurt lewin in kunandar (2008) describes the procedure of classroom action research divided into four steps: planning, acting, observing, and reflecting. the interactions between them are referred to as a cycle, which means that a cycle consists of planning, acting, observing, and reflecting. every step will be repeated. the reflection from the previous action will be used again with the additional enhancement to overcome the various obstacles that were discovered previously. kunandar (2008) there are elements in car: (1) research is an activity that aims to improve an object by gathering data and information using appropriate methodology rules and then analyzing the results to solve a problem. (2) acting is a purpose-driven activity that is performed in a cycle sequence. (3) a class is a group of students who receive the same lesson from their teacher at the same time; the research procedure was carried out using a classroom action research method. the research procedure consists of three meetings divided into two cycles. according to kurt lewin's action research model, each cycle has two meetings and four phases: planning, acting, observing, and reflecting. subject the subjects in this study were class 9 th grade b at smpn 1 sugio in the academic year 2021/2022. there were 28 students in this class. they were 14 males and 14 females. the researcher conducted this study in smpn 1 sugio because the students have difficulty in reading comprehension of narrative text. instruments the instrument of collecting data used by the researcher to get data using interviews, observations, and questionnaires. the interview is held to determine the effectiveness of the actions. the researcher conducts interviews with students about their experiences during the teaching and learning process. in this instance, the researcher conducted an interview with some students by asking them questions about class activities. for example, the researcher may inquire about the students' difficulties in comprehending the text. the details are recorded in the interview transcript. questionnaires are a series of written questions used to elicit information from respondents in the form of reports about themselves or things they know. the questionnaire used in the last cycle or after implementing the class action research is in the form of a checklist. in each meeting, the researcher observed the situation, condition, and problem discovered during the teaching-learning process. the researcher filled out the observation sheet to learn about the students' activities during the teaching-learning process, in which reading the narrative text through folklore was used to improve students' reading comprehension. it was also done to learn about how the researcher and students interacted. according to the researcher's observations, the students were excited, active, and enthusiastic about learning narrative text through folklore. data analysis data analysis is the process of processing and interpreting data with the goal of categorizing and organizing information so that it has a clear meaning in accordance with the research objective. in this study, the researcher used qualitative data. the data was from an interview with five students at the ix b grade of smpn 1 sugio, observation in the learning process, and a questionnaire after implementing the classroom fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 210 action research. the researcher described and inferred the result of the interview based on interview transcripts. while the result of observation is described based on an observation checklist, and the questionnaire is described based on the form or a checklist. the result of the preliminary, cycle 1, and cycle 2 tests. there are 5 items in each test of the research. the test consists of 1 easy, 2 medium, and 2 hard items. table 1 scoring of test grade number of items score low 1 10 medium 2 20 hard 2 25 total 100 the researcher calculated the percentage of students in the class who met the minimal mastery level criterion, or kriteria ketuntasan minimal (kkm), by measuring their performance on the preliminary and final tests. the students scored above >75 on kkm, which was used in smpn 1 sugio lamongan. research findings and discussion research findings qualitative data was used to analyze the data. this study was carried out in a single class of 28 students. this study was completed in two cycles. each cycle included four stages of classroom action research (planning, acting, observation, and reflecting). there were five students in the ix b grade participated in an interview with the researcher. the researcher asked the students about the difficulties that they were having learning english and what might be causing them. it was clear from the students' responses that they had trouble understanding what they were reading. they did not comprehend what words meant. as a result, they found that it was a challenge to understand english material. they also discussed how challenging material narrative text was. they believed that narrative texts had complicated structures. before beginning to read narrative texts using folklore, a preliminary test was undertaken to determine the students' actual reading comprehension. each student received a narrative text from the teacher through folklore, and the teacher discussed the narrative text's structure. following the reading assignment, the teacher gave the students five short answer questions titled "a brief history of sunan drajat islamic boarding school." the preliminary test was conducted by the students for 20 minutes. based on the students’ scores, it could be inferred that students in the ix b grade lack reading comprehension. only 4 out of the students achieved the minimal mastery level criterion (kkm). then the researcher calculated the percentage of students who met the minimal mastery level criterion (kkm) using the following formula. based on the percentage (refer to appendix), there were 14,28% of students achieved the minimal mastery criterion. the result of the preliminary test also showed that the students of ix b grade at smpn 1 sugio had a problem with reading comprehension. the study was carried out across two cycles. there were two meetings and a session in every cycle. the session lasted for 60 minutes. 28 students in the ix b grade of smpn 1 sugio served as the research's subject. to improve students' reading comprehension, the researcher in this study used reading narrative material through folklore. the narrative text made up the teaching materials. fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 211 cycle i cycle i involved four phases. these are planning, action, observation, and reflecting. there were two meetings in this cycle. a. planning after performing preliminary tests during this phase, the researcher was able to locate the issue. reading comprehension was the issue that students in ix b grade experienced when studying english, according to the results of the students' interview and preliminary test. in order to address this, the researcher suggested reading narrative texts through folklore as a solution. before taking any action in cycle 1, the researcher made several preparations. these include the lesson plan, an example narrative text drawn from folklore, and the short answer portion of the final exam. the ix b grade students of smpn 1 sugio agreed that narrative text was highly difficult to comprehend, so the researcher chose to use it as a teaching tool. the researcher decided to take narrative text through folklore. the researcher chose “story of mbah lamong and the history of lamongan regency” for the first meeting, and “the origin of lamongan residence is not allowed to eat lele (catfish)” in the second meeting of cycle 1. the text would be provided during the action phase. the test was also created by the researcher to assess how many cycles 1 students' reading comprehension had improved. additionally, the second meeting will include a test with five short answer questions. b. action this phase was the implementation of the lesson plan that had been prepared before. at the first cycle 1 meeting, the action in this session was carried out by the researcher acted as the teacher. the teacher greeted the class before beginning the lesson. the absent students were asked by the teacher. the teacher then went through the lesson's goal and the topics that would be covered that day. the teacher used folklore to clarify definitions and how to read narrative texts. each student received a text from the teacher that was narrative text titled, "story of mbah lamong and the history of lamongan regency". the teacher instructed the class to read the text carefully. as the students practice reading with guidance, the teacher also began to describe the overall structure of narrative texts. then the teacher called on a few students to read the text aloud in class. following these exercises, the teacher allowed the students to ask questions about the provided narrative text. then the teacher responded to the students' questions. the teacher provides some evaluation and conclusions after the lesson and mentions the learning plan for the following meeting. the second meeting in cycle i. the teacher greeted the class before beginning the lesson. the absent students were asked by the teacher. the teacher next went through the previous session, in which she stated the goal and information that would be covered in cycle i in the first meeting. each student received a unique piece of text from the teacher that was a narrative text based on folklore with the title “the origin of lamongan residence is not allowed to eat lele (catfish)”. the teacher instructed the class to read the text carefully. the teacher also started to explain the general structure of a narrative text and students practiced reading under the guidance of the teacher, and the teacher calls some students to read the text spontaneously in their seats. following these exercises, the teacher gave the students the chance to ask questions about the provided narrative text. the teacher then answered the students' questions. in this meeting, the teacher also ordered the students to answer the final test as presented before. the final test contained narrative text through folklore and there are 5 short answer items. the final test was conducted by the students for 20 minutes. after the lesson, the teacher greeted the class and provided some reviews. c. observation during this phase, the researcher served as both a teacher and an observer, and they both observed the learning process by using an observation checklist at the end of each cycle fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 212 of teaching and learning. the students completed all of the exercises in the lesson plan that the researcher had previously created, according to the researcher's observation checklist. but, there were some students not pay attention to the teacher and didn’t follow the action well (refer to appendix 10.1). they lack enthusiasm and have trouble understanding the content. although the teacher has given an opportunity to ask, there were only a few students who were excited. d. reflection the researcher collected and organizes the data during this phase. based on the students’ scores, there were 8 students that achieved the minimal mastery level criterion (kkm) and 20 students who did not achieve it. the researcher then calculated the percentage of students who achieved the minimal mastery level criterion (kkm) using the following formula. based on the percentage of students who achieved the minimal mastery level criterion (kkm), there were 53,57% of students achieved the minimal mastery level criterion (kkm). it is not considered successful. the implementation of reading narrative through folklore also was not considered maximal because some students can’t understand the text and felt less enthusiastic. 53,57 % of students passed the final test and achieved the minimal mastery level criterion (kkm). it was unsuccessful. cycle 2 after completing the first cycle, the students' problems were identified, and it was revealed that they had difficulties comprehending the text and were less excited about reading. because of this, the researcher in the second cycle of action research, which was completed over the course of two meetings, was conducted with good motivation and received positive feedback. it was expected that this second cycle would be more successful than the first cycle. a. planning the researcher created a lesson plan during this stage, emphasizing the importance of the teaching-learning process in improving reading comprehension. in cycle 2, the researcher serves as a teacher and an observer. this cycle involved two meetings. the researcher conducted several preparations before action in cycle 2. the lesson plan, a sample narrative text drawn from folklore, and a short answer task for the final test in the second meeting were those things. the lesson plan was revised by the researcher. based on what was seen in cycle 1, students had trouble understanding the text and seemed less motivated. the first meeting in cycle 2 narrative text was titled "the mystery of gondang reservoir" and the second meeting was "the mystical and tragic story of tanjung kodok lamongan." a test was also created by the researcher to measure the improvement in students' reading comprehension in cycle 2. additionally, the second meeting would include a test with five short answer questions. b. action this phase was the implementation of the lesson plan that had been prepared before. the researcher served as the teacher during cycle 2 in the first meeting. the teacher began the process of instructing by giving a greeting. the absent students were asked by the teacher. the teacher gave a slow explanation of the day's goal and the topics that would be covered. the teacher also gave a text on folklore with a mystery theme which increases student motivation. the main activity was then presented by the teacher. every student in the class received a paper from the teacher that contained a narrative text titled “the mystery of gondang reservoir”. the text received the students' full attention. additionally, the teacher asked a few students to get up and read the text aloud in front of the class after asking them to practice reading with guidance. the teacher went on to describe structure. the teacher also allowed the students to raise questions regarding the provided narrative text. several of the fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 213 students spoke up and asked questions. then the teacher responded to the student's question. the teacher followed the main activity by explaining how to carefully and loudly comprehend the narrative text through folklore. the explanation from the teacher had the students very excited. the teacher-reviewed and summarizes the lesson after the learning process and informed the students of the learning plan for the following meeting. in the second meeting in cycle 2, the teacher started learning the teaching process by greeting. the absent students were asked by the teacher. the teacher gave a slow explanation of the day's goal and the topics that would be covered. additionally, the teacher always inspired the students more and gives a text on folklore with a mystery theme. the main activity was then presented by the teacher. every student in the class received a paper from the teacher that had a narrative text through folklore with the title “the mystic and tragic story of tanjung kodok lamongan”. the text received the students' full attention. additionally, the teacher asked a few students to get up and read the text aloud in front of the class after asking them to practice reading with guidance. and then the teacher reviewed the lesson that yesterday had explained. the teacher followed the main activity by explaining how to carefully and loudly comprehend the narrative text through folklore. the explanation from the teacher had the students very excited. the students took their final test from the teacher. the students were also asked to respond by the teacher. as previously explained by the teacher. the final test had five short answer questions. the final test was conducted by the students for 20 minutes. the teacher wished the students a good day after the lesson and gave a summary and conclusion. c. observation the researcher was an observer throughout this phase and watched the teaching and learning process. while, based on the students’ observation checklist, there were no students felt less enthusiastic, than in the previous cycle. and because the teacher guided them slowly, they comprehend the text better. as a result, there were no remarks from the observation checklist. d. reflecting the researcher collected and organizes the data during this phase. there were 26 students who achieved the minimal mastery level criterion (kkm) based on the test results, and there were two students who did not achieve it. the percentage of students who achieved the minimal mastery level criterion (kkm) was then determined by the researcher using the formula. based on the percentage of students who achieved the minimal mastery level criterion (kkm) (refer to appendix 6.3), there were 92,85% of students achieved the minimal mastery level criterion (kkm). it is considered successful because there were no students who disrupted their partners, the application of reading narrative texts through folklore was considered to be at its best. additionally, 92,85 % who took the final test met the minimal mastery level criterion (kkm). it was seen as a success. the researcher decided to stop the cycle. after implementing the cycles, the researcher interviewed 5 students in the ixb grade at smpn 1 sugio. the researcher asked the students about how they felt and how their responses after implementing the cycles by reading folklore. it was clear from the students’ responses that they felt enthusiasm when in the teaching-learning process. they were more active because they just know and are curious about lamongan folklore. the questionnaire is conducted after implementing the classroom action research. the researcher asked the students to fill out the questionnaire that had been given by the researcher through google forms. there, the students choose the answer checklist. a closed questionnaire or a structured questionnaire was used in this study (closed questionnaire) is a questionnaire with alternative answers provided on a likert scale. the answer choices are as follows: sts= sangat tidak setuju, ts= tidak setuju, ks= kurang setuju, s= setuju, ss= sangat setuju. fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 214 according to the students' responses, the majority of them agreed and were more motivated to read the narrative text through folklore. the percentage of preliminary, cycle 1, and cycle 2 test can be seen in figure 1. figure 1. percentage of preliminary, cycle 1, and cycle 2 test discussion interviews and a preliminary test had been conducted by the researcher. five students in the ix b grade at smpn 1 sugio lamongan participated in an interview. the students were subjected to a preliminary test. based on the result of the interview and preliminary test, it can be inferred that students’ reading comprehension of the ix b grade smpn 1 sugio was very low. cycle 1 was considered unsuccessful. 20 students failed to fulfill the minimal mastery level requirement, while 8 students did not achieve it. the percentage of students who met the minimal mastery level criterion (kkm) was 53,57%. the researcher consequently decided to move on to cycle 2 by revising the lesson plan, adding more inspiration, and introducing the mystery concept of the narrative text through folklore. cycle 2 was deemed a success. because they had attained the required minimum mastery level (kkm). there were 28 students who met the minimal mastery level criterion out of the total number of students (kkm). a total of 92,85% met the criterion for minimal mastery (kkm). as a result, the researcher decided to end the cycle. according to the findings of a study conducted in the ix b grade of smpn 1 sugio lamongan, reading the narrative text through folklore can improve students' reading comprehension. based on preliminary test results, 14.28 percent of students met the minimal mastery level criterion (kkm). to address the issue, the researcher conducted classroom action research. this research was divided into two cycles, each of which included a meeting or session. the first cycle was considered unsuccessful. it was because the result of the final test was under the criterion of success. the students that achieved the minimal mastery level criterion (kkm) was only 53,57% or 15 students. additionally, there are remarks on the observation sheet indicating that the first cycle was unsuccessful because some students did not pay attention to the teacher's description of how to read narrative texts through folklore. they do not feel motivated. the students are unable to fully understand the tale as a result. the second cycle was reached by the researcher. the second cycle is considered as successful. it was due to the fact that 26 students, or 92,85 % of the test's participants, achieved the minimal mastery level criterion (kkm). and 2 students did not achieve because they failed the final test. however, the other students did a good job of following the learning process. in the second cycle, they were enthusiastic and 14% 53,57% 92,85% 14% 46,43% 7,15% 0% 20% 40% 60% 80% 100% preliminary cycle 1 cycle2 achieved not achieved fatmawaty folklore as local culture ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, december 2022. vol.9 no.2 | page 215 very disciplined. the different aspect in the first and second cycle was the existents of the explanation the teacher was slower and the students must be motivated, and also they are excited about the lamongan folklore with a mystery theme. the result of the interview and questionnaire data were obtained from the students’ responses. after the students did the classroom action research, the researcher gave a questionnaire of students’ responses to the reading narrative text through folklore, the question consisting of 8 questions. the result of the questionnaire data on student responses to reading the narrative text through folklore is most of the students choose “s” for agree, this shows student responses to reading the narrative text through folklore have a good response as expected by the researcher. after implementing the classroom action research, the researcher also gives some interviews with five students in ix b grade at smpn 1 sugio. the students’ responses are they more motivated, can improve their reading comprehension, and feel enthusiastic. conclusion from the finding, students' reading comprehension was improved. cycle i outperformed the preliminary, and cycle ii outperformed cycle i. the percentage of students who got up increased with each cycle, and the finding that reading folklore could improve students' reading comprehension was also supported. based on the findings of the qualitative data, it is possible to conclude that students' responses to the use of folklore reading in the teaching and learning process make them more spirit, enthusiastic, enjoyable, and active in class. reading a narrative text through folklore can help students improve their reading comprehension. references abbott, h. p. 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(2017). reading comprehension difficulties among efl learners: the case of first and second -year students at yarmouk university in jordan. arab world english journal, 8(3), 421–431. https://doi.org/10.24093/awej/vol8no3.27 rupley, et. al. (2005). principles and practices of teaching reading. a bell & howell company. ruston. (2006). kontribusi strategi membaca dan penguasaan kosa kata terhadap kemampuan memahami alinea bahasa inggris siswa kelas ii smp negeri 1 ranah batahan kabupaten pasaman barat. unpublished thesis. universitas negeri padang. smith, r. j. & johnson, d. d. (1980). teaching children to read. new york: addison wesley publishing company. https://doi.org/10.1177/1475725717700525 https://doi.org/10.1080/10888438.2019.1602836 https://doi.org/10.14724/2001 https://doi.org/10.24093/awej/vol8no3.27 jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.26-39 doi:10.33394/jo-elt.v10i1.7168 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 26 grammar learning strategies applied by english foreign language students #1 ari prasetyaningrum, *2 maman asrobi, *3 st ayu surayya, *4 siti maysuroh #1 english lecturer, faculty of language, art and humaniora, hamzanwadi university, ntb, indonesia *2 english lecturer, faculty of language, art and humaniora, hamzanwadi university, ntb, indonesia *3 english lecturer, faculty of language, art and humaniora, hamzanwadi university, ntb, indonesia *4 english lecturer, faculty of language, art and humaniora, hamzanwadi university, ntb, indonesia corresponding author email: rheafanny1981@gmail.com a b s t r a c t s a r t i c l e i n f o the purpose of this research was to find out types of learning strategies applied by students of english education study program at hamzanwadi university. the subjects of research taken were 75 students of the first semester who took basic english grammar course. descriptive quantitative was used to obtain and analyze data. the research result showed that the most dominant learning strategy in studying grammar was metacognitive (20, 93%), followed by cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%) and the least applied by the students was compensation (10, 25%). furthermore, the reason why the students tend to apply metacognitive strategy in learning grammar because it enables them to pay attention on a particular grammar pattern, try to understand and relate it to the previous materials which have been familiar to the students’ minds. thus, it is implied to the teachers to understand the types of learning strategies then guide the students during their study for a better learning outcome. article history: received: february, 2023 revised: may, 2023 published: june, 2023 aug 2018nline 09 sep 2018 keywords: grammar, learning strategy, english foreign language, how to cite: prasetyaningrum, a., asrobi, m., surayya, s., & maysuroh, s. (2023). grammar learning strategies applied by english foreign language students. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 26-39. doi:https://doi.org/10.33394/jo-elt.v10i1.7168 introduction grammar relies with the structure of a language and plays a role to produce sentences. the ability to perform the correct sentence order in as a part of basic writing skills, is significant in english instruction process teaching. therefore, it is necessary that grammar learning should be done from a very simple lesson and the most proper strategy. studies on grammar should be emphasized in the goal that the lecturers may find the types of grammar learning strategies which the students usually apply to understand lessons during teaching and learning process which is usually paid little attention by lecturers as well as learners. this study is expected to offer both lecturers and learners certain beneficial implications. academics are interested in learning strategies since it has recently become a key issue in the teaching of english as a second language, (mcdonough, 2017; syukur & setiyana, mailto:rheafanny1981@gmail.com prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 27 2021). in order to understand the method utilized by english learners in various nations, numerous studies have been undertaken. a crucial cognitive process in which pupils have the right to direct their own learning is the language learning approach. (cohen & henry, 2019; fitria, 2020). learning strategies facilitate students to take over the l2 learning by themselves and become more independent learners. (cohen & henry, 2019) asserted that learning styles and learning strategies give a good impact not only for the students as they can learn better, but also for the teachers so they can adjust their instruction in order to get more students’ competency. lately, the study of language learning strategies has been narrowed to specific skills such as grammar (bruen, 2020; huang et al., 2022; mulugeta & beyour, 2019). the current study focuses on grammar learning strategies and how to put them into practice. the use of a language learning strategy is an instrument to gain the purpose. learning strategies are procedures preferred by students to improve their learning goals. the students who want to master english have to be aware that learning strategy is a part of their necessities. in order to get detail into learning strategies, the researcher conducted research about learning grammar. the lecturer should assist the students to understand grammar rules as well as the structure of grammar patterns, and the learner understands the particular approach and be selective in the use of strategies that work best for them. because grammar enables us to comprehend how sentences are constructed, the types of words used, and the word groupings that make up sentences, grammar, and language are interdependent.. based on conversations with some students in the basic english grammar course, they face some difficulties learning grammar and are unaware of the critical role that effective learning strategies play in learning the language. many students require guidance in order to identify and pick up their own grammar-learning techniques. the students should be aware of their strategies and know how to assess and improve the methods' efficacy. each learner can choose a different method of instruction. learners need a method to be considered successful learners and to grasp grammar. the research problem proposed in this study was which types of learning strategies were employed by students from the most dominant to the least when studying grammar in a similar setting. the research purpose that guides the gathering and evaluation of data is to find out the strategies used frequently by students who took basic english grammar classes of english language study program at hamzanwadi university. a number of researchers, including bayou (2015), kunasaraphan (2015), zekrati (2017), zhou (2017), and pawlak (2020) have studied the methods for learning grammar. these research settings, as previously indicated, were in nations other than indonesia. the purpose of this study, which was carried out in indonesia, specifically at a private university, was to identify the common learning styles employed by the students to learn grammar. according to pawlak (2020) asserted grammar is a framework that describes the target language's structures and its communication function. (djurayeva et al., 2020) added that without grammar, language would be useless because it is used to produce words and construct sentences based on its rules. furthermore, (larsen-freeman & decarrico, 2019) explained that grammar is significant in all languages, not just english. another research conducted by harmer (2001; as cited in juniar & carissa, 2020) asserted that grammar is about word formations and how they are used to produce sentences. he emphasized that grammar is about how straightforward sentences are put together and how varied word choices can maintain the same structure. but grammar is not just about following rules. gaining better linguistic and communicational alignment is the primary goal of grammar instruction. according to alhaysony (2017) he critical role that learning techniques play in helping l2 students understand the process of acquiring a language as well as the abilities prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 28 they get from studying efl or esl. oxford (1990; as cited in wael et al., 2018) classified language learning strategies into direct and indirect strategies. direct strategies discussed the acquisition of knowledge or the production of the target language. direct strategies are divided into three groups. the first is memory strategies. these strategies let students use a variety of memory techniques to learn and remember grammatical principles. then, there are cognitive methods that enable learners to manipulate the grammatical rules by heavily applying grammatical rules. learners can practice grammatical principles in a variety of ways, including by routinely repeating or writing them, listening to them again, rehearsing them, and mimicking native speakers. the final one is compensatory techniques, which involve using the language for production or comprehension when there is little available information. since it provides language cues connected to grammatical understanding, this strategy necessitates learners' prior knowledge. according to cahyono & widiati (2015), direct strategies are made possible by indirect techniques, which also enhance their effectiveness. these tactics fall into three groups. the first is metacognitive strategies, which enable students to assess their own grammar learning patterns and plan their own learning activities. metacognitive strategies assist students in focusing on specific grammar assignments in order to review concepts and connect them to prior knowledge. the second is affective strategy, which has an impact on how well students learn a language by enabling them to gain control over and modify their own feelings, attitudes, and values. good language learners are aware of how to control their attitudes and emotions while learning grammar. the final category is social methods, which provide students a chance to practice communicating with other language learners. by enquiring about or getting clarification from individuals who are fluent in the language, learners can obtain the proper grammatical norms. when people hear the word "grammar," they frequently have negative thoughts. based on its rules, grammar is used to produce words and construct sentences. (larsen-freeman & decarrico, 2019). kemp (2007) conducted a research where 144 participants involved in the study, each of whom knew between two and twelve languages, were asked to complete a grammar learning strategies questionnaire. the results revealed a correlation between the number of languages a participant knows and the number of items they answered, the number of languages a participant knows and the mean ratings across the 40 techniques, and the number of individuals who provide additional strategies. according to pawlak (2020) the connection between english language proficiency and the application of grammar learning methodologies. there were 142 participants; 67 were in the first year of the ba program in english, 38 were in the second year, and 37 were in the third year. the usage of grammar learning tools and attainment did not appear to have a strong, positive link in this study. additionally, he discovered that although students who performed better in the grammar course did use these strategies a little more frequently, there were no statistically significant differences between the usage of grammar learning strategies reported by upperand lower-level students. bayou (2015; as cited in alsied et al., 2018) explored students in grade 11 at medhanealem preparatory school used grammar learning techniques that focused on the distinctions between the sexes. 277 pupils made up the study's sample population. according to his research, learners chose compensation strategies above affective strategies as a category of strategy. he claimed that the preferred grammar-learning methods of male and female students are different. additionally, he discovered that the results of the independent samples t-test showed no statistically significant difference between males and females in the use of the six taxonomies of grammar learning techniques as well as the total grammar learning strategies. prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 29 according to kunasaraphan (2015) undertook a study to determine how frequently, given their english proficiency, first-year international college, suan sumandha rajabhat university students employ direct and indirect strategies. the findings indicate that students who had higher levels of english proficiency employed language learning strategies more frequently, properly, and successfully than did students who had lower levels of english proficiency. metacognitive, social, and cognitive techniques are those that are employed by great achievers. according to zekrati (2017) who conducted a study to examine the connection between 230 high school efl students' grammar learning methodologies and language proficiency. the outcome revealed that the cognitive technique is the most frequently employed strategy. similar to (zekrati, 2017), (zhou, 2017) through questionnaire surveys and interviews, 176 high school students in china were asked about their grammar learning practices. the results demonstrated that the most popular strategy is cognitive. due to the importance of understanding students' learning strategies for grammar classes, the following study question is put forth: what kinds of grammar learning strategies are applied by hamzanwadi university students enrolled in the english education study program in the second semester? research method research design in keeping with the goal of this study, which is to identify the different types of grammatical strategies used by students enrolled in an english education study program during their first semester. this research employs quantitative and qualitative data as stated by cohen et al. according to (cohen & macaro, 2009) the nature of the data, type, and technique of analysis in case studies at one point is typically qualitative while at the other typically quantitative data due to characteristics of the data. based on the objective and the problems of this research, the writer decided to use the survey study method. a survey study involves systematically gathering enough information about a particular person, social setting, or event, to permit the researcher to effectively understand the process and conclusion of the research. the purpose of this study was to identify several grammatical learning strategies. subject the subjects in this study were 75 students from hamzanwadi university in nusa tenggara barat, indonesia, who took a basic english grammar course in the first semester from hamzanwadi university's english study program, 37 students were taken from 1a class and 38 were from 1b class. instruments a questionnaire from oxford that had been altered by kemp (2007) and bayou (2015) was used as the study's instrument for data collection. the oxford (1990) original questionnaire served as a reliable tool for determining the participants' grammatical preferences. this inventory was chosen as a gauge to identify various grammatical techniques since correlational and factor analysis have established its high reliability and validity. data collection procedures before the questionnaire was distributed to the participants, the writer did a piloting to the 75 students. the purpose of this piloting was to see whether the participants have difficulties in filling out the questionnaire. after the piloting was done, the questionnaire was distributed to the participants after their classes ended. the writer made an appointment with the students before the grammar class that there will be research on grammar strategy, then prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 30 the researcher explained about metacognitive, cognitive, social, affective, memory, and compensation. the questions were translated into indonesian to help the participants understand them better. the participants were asked to put a check marks to identify the strategy that they use mostly. thus, the participants would not be confused when they fill out the questionnaire. data analysis the questionnaire had 32 items with the following response options: 1 for strongly disagree, 2 for disagree, 3 for neither agree nor disagree, 4 for agree and 5 for agree (strongly agree). the breakdown of items into the following six categories is as follows: cognitive, metacognitive, social, emotive, compensatory, and memory techniques. in analyzing the data, the author followed some procedures as follows: 1. reading up on grammar learning strategies was the first step. 2. the instrument, a modified version of the oxford (1990) questionnaire, was used by kemp (2007) and bayou (2015) to measure grammar learning strategies. 3. double-checked each question on the questionnaire to make sure the meaning could be understood. 4. had the 75 participants in the english education study program's basic english grammar class distribute the questionnaire sheet. the questionnaire has 32 items in all. to prevent biases, the researcher helped the students fill out the surveys for almost an hour. 5. sorting the question or response into some classifications like: cognitive, metacognitive, social, affective, compensatory, and memory. cognitive strategies are represented by items 1, 2, 3, 4, and 5, metacognitive strategies by items 7, 8, 9, 10, and 11, social strategies by items 13, 14, 15, 16, and 17, affective strategies by items 19, 20, 21, 22, and 23, compensation strategies by items 25, and memory strategies by items 28, 29, 30, and 32. 6. the questionnaire, which was based on oxford (1990) and amended by kemp (2007) and bayou (2015) and contained 32 statements, was analyzed to determine the most prominent grammar strategy used by the students. by multiplying each counting result by each questionnaire point, the pupils' responses are first examined. the survey's 32 responses, which range from 1 (never), 2 (rarely), 3 (sometimes), 4 (frequently), and 5, on a five-point likert response scale (always). the overall score was added up to determine the percentage after the result was multiplied by the likert-point scale. the majority was selected as the primary method for learning grammar. 7. drawing conclusions after performing data analysis on the collected information. the author determines the common grammar strategies used by the participants by examining the questionnaire. research findings and discussion research findings types of grammar strategy this section tries to address the study topic of what methods are typically employed by learners of grammar in comparable situations. the author uses responses to 32 statements about students' use of grammar learning strategies based on kemp (2007) and bayou (2015) questionnaires, which are divided into six parts: cognitive, metacognitive, social, affective, compensation, and memory, to determine the overall result as well as the percentage of each type. to address the research question of the type of grammar strategies most respondents preferred most, the data of the questionnaire were grouped into cognitive strategy, metacognitive strategy, social strategy, affective strategy, compensation strategy, and memory strategy which were based on the items of the questionnaire. cognitive was prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 31 indicated by items number 1, 2, 3, 4, 5, 6 (6 items), metacognitive was indicated by items number 7, 8, 9, 10, 11, 12 (6 items), social was indicated by items 13, 14, 15, 16, 17, 18 (6 items). affective was indicated by items number 19, 20, 21, 22, 23, 24 (6 items). compensation was indicated by items number 25, 26, 27 (3 items), and memory was indicated by items number 28, 29, 30, 31, 32 (5 items number). table 1 total percentage of each grammar strategy no grammar strategy total score of each category percentage 1 metacognitive 1646 20.93% 2 cognitive 1454 18.49% 3 social 1402 17.83% 4 affective 1296 16.48% 5 memory 1256 15.97 % 6 compensation 806 10.25% total 7863 100% the data results are displayed according to each class and the total result. based on data gathered via questionnaire to 75 students, it is evident that metacognitive strategy has the highest percentage (20.93%), cognitive strategy is in second place (18.49%), social strategy is in third place (17.83%), followed by memory strategy (15.97%), and compensation strategy has the lowest percentage (10.26%). result of each category of the questionnaire. the table below displays the overall score and percentage result for the metacognitive category based on the information gathered from the participants. table 2 total score and percentage of metacognitive strategy no total score of each item percentage of each item meta1 324 19.68% meta2 303 18.40% meta3 194 11.78% meta4 226 13.73% meta5 305 18.52% meta6 294 17.86% the metacognitive approach that students may take when learning grammar is described in the graph above. the first statement (meta1), "understanding the rules explained by the teacher or reference materials," has the highest average. 19 or 68%. the second is meta 5, which has a rate of 18.52% and focuses on learning strategies for improving grammar comprehension. later, meta2, which is seeing unfamiliar grammar rules that emerge in listening to or reading text, follows the third. with 18.40. meta 6 comes next, which is looking for english-speaking contacts to converse with in order to increase grammatical skills with 17.86%. the fifth comes next, which is meta 4, which is looking for my grammatical errors and comparing them to the proper version. with 13 or 73%. then, with 11.78% of students examining the grammar material prior to class, meta3 has the lowest average. this leads to the conclusion that the respondents generally pay attention to the guidelines that their teachers or dictionaries present. prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 32 table 3 total score and percentage of cognitive strategy no total score of each item percentage of each item cog 1 197 19.68% cog 2 164 18.40% cog 3 214 11.78% cog 4 253 17.40% cog 5 329 22.62% cog 6 297 20.42% one form of learning method that students employ to study more effectively is cognitive strategy. repetition, structuring new language, summarizing meaning, inferring meaning from context, and employing imagery to help with memorizing are a few of these strategies. all of these techniques purposefully manipulate language to enhance learning. the cognitive technique that students might employ when learning grammar is described in the graph above. the statement number 5 (cog5), "read various books and watch tv shows and/or movies in english to learn how to use correct grammar" (examples: magazines, newspapers, fictions, etc.), has the highest average with 22.62%. the second is cog6, which asks for 20.46% of participants to complete grammar exercises at home. following the third is cog4, which is underlining, using various colors, or capitalizing the key phrases in grammatical explanations. with 3.66. the fourth comes after that, and then cog2, which assigns a 3.65 to its classification of the language structure into groups of related objects. then comes cog3, which scores 3.57 when comparing the structure of english grammar to that of the original tongue. the cog6 group, which completes grammar practice at home, has the lowest average (3.22). it can be inferred from the aforementioned statements that students frequently link a new grammar structure to a previously taught one. table 4 total score and percentage of social strategy no total score of each item percentage of each item soc 1 189 13.48% soc 2 185 13.19% soc 3 214 15.26% soc 4 240 17.11% soc 5 288 20.54% soc 6 286 20.39% the social technique that students may employ as they study grammar is depicted in the graph above. the statement number 5 (soc5), which reads, "i ask proficient english speakers to fix my grammar when i communicate," has the highest average. twenty, 54 percent. the second is from soc6, and it is to motivate myself to speak english even when i'm worried about using the right grammar. 20.39% of the total. the third is soc4, where i pay attention to any criticism my teacher may have about the organization i utilize. a 17.1% percentage. soc3, which is studying grammar with a friend or relative, comes after the fourth. with 15% and 26%. then comes soc1, where i ask my teacher to repeat a new structure's explanation if i don't understand. 13 with 48%. finally, soc2 has the lowest average, with the statement if i do not comprehend my teacher's description of a new structure, i ask a friend to explain it to me. with 13% of the total. this indicates that when a prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 33 student finds the teacher's explanation unclear, they typically contact someone else for clarification. table 5 total score and percentage of affective strategy no total score of each item percentage of each item aff1 275 21.21% aff2 292 22.53% aff3 229 17.66% aff4 136 10.49% aff5 188 14.50% aff6 176 13.58% the emotive method that students may employ when studying grammar is depicted in the above chart. the statement with the highest average, number 2 (aff2), tells me to go above my fear of making mistakes and employ the rules i've learned in my speech. 53% with 22, please. the second is from aff1, which tries to calm down anytime it feels anxious about using an improper statement (21.21%). aff3, which stands for "give myself a reward when i perform well in english grammar," comes after the third. with 17.66% of the total. the fourth was aff, which is to talk to a teacher, friend, or family member about how i feel when learning grammar, comes after the fourth with 14.50%. the sixth is aff6, which asks my teacher questions regarding his or her corrections of my grammatical errors, which comes next. 50% with 14, please. then, aff4 has the lowest average, which indicates whether or not i am tense or anxious when i am learning grammar. ten, forty-nine percent. the pupils attempt to utilize grammar rules in their speech despite their fear of making mistakes, it may be inferred from this. table 6 total score and percentage of memory strategy no total score of each item percentage of each item 1. memo 1 274 21.76 % 2. memo 2 232 18.42% 3. memo 3 286 22.71% 4. memo4 233 18.50% 5. .memo5 231 18.34% the memory technique that students may employ when learning grammar is described in the graph above. the statement in number three (memo3), "i try to recall english grammar facts by using their location on the page in the textbook," has the highest average. 22 out of 71%. the second is memo1, which instructs students to employ new sentence structures to help them remember them. with 21.76% of the total. the fourth lesson, memo4, which periodically reviews grammatical lessons, comes after the third with 18, 50%. memo3, which periodically reviews grammatical lessons, comes after the fourth. with 3.33. the lowest overall score was achieved on memo5, which required me to visualize a scenario in which i may employ a new structure that i had learned. accompanied by 18.34%. the pupils attempt to retain english grammar material by using their position on the page in the textbook, it can be inferred. prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 34 table 7 total score and percentage of compensation strategy no total score of each item percentage of each item 1. comp 1 242 30.02% 2. comp 2 254 31.51% 3. comp 3 310 38.46% the compensatory technique that students may employ while they learn grammar is described in the graph above. the statement with the greatest average is number 3 (comp3), which is reducing grammatical errors by 38.46%. then, comp2 comes in second place, employing a different speech pattern and scoring 31.51%. with a 30.02% success rate in identifying the underlying grammatical rules, comp1 has the lowest average. as a result, the students accept criticism from others when they make grammatical errors in order to become better writers. discussion as written previously, the author chose a questionnaire consisted of 32 items to decide which grammar strategy do the students applied dominantly as the main instrument in collecting the data. the purpose of the questionnaire was used to find out the types of grammar learning strategies applied by the participants. the author answered the research question which focuses on what is the types of grammar learning strategies preferred by efl undergraduate learners. the subject were taken from the first semester of the study program of english education at hamzanwadi university who took basic english grammar course which is a prerequisite for the next stage of grammar courses namely intermediate english grammar and advanced english grammar. therefore, in order to gain better ability in the next stage of the grammar course, the learners are expected to manage their own learning strategies in which a lot of lecturers have issues in designing interesting teaching techniques and strategies. in line with that, during the basic english grammar course, the learners are expected to employ their best-fit grammar learning strategies into their grammar learning activities in the aim to complete the learning competency standard and be ready for the next grammar course. grammar is a vital part of all languages. thus, it is essential for the students to choose the most proper strategies to achieve the best score. furthermore, grammar is not just about spelling or punctuation since it is a part of language element with various rules which need to be cope by applying proper strategy. appropriate use of grammar is an integral part of a language because it allows them to construct sentences and write coherently. moreover, it can also help learners in other areas such as speaking or understanding what others are trying to communicate. the better they get with the hold of grammar the more confident they will feel when speaking or writing in english. it will also help to avoid common mistakes that may cause confusion or annoyance for others listening or reading what they say. this research only took the first semester as the research participants that is still beginners in learning english. thus, there is still a lot of inhibition in understanding the rules of grammar even in the simple structure. it may happen because it is the first time they learn grammar intensively and detail and grammar rules in english and indonesian are different completely due to improper learning strategy usage. due to the limited scope of research, the next researchers are expected to conduct grammar research on larger scope not only in hamzanwadi university but also at other universities. at hamzanwadi university in nusa tenggara barat, in the second semester of the english education study program, this study aims to identify the different types of grammar prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 35 learning methodologies used by participants. based on data gathered via questionnaire to 75 students, it is evident that metacognitive strategy has the highest percentage (20.93%), cognitive strategy is in second place (18.49%), social strategy is in third place (17.83%), followed by memory strategy (15.97%), and compensation strategy has the lowest percentage (10.26%). metacognitive strategies become the most dominant grammar learning type. ali & razali (2019) and mitsea & drigas (2019) have listed a number of different learning techniques, including problem-solving, planning, predicting, analyzing existing knowledge, choosing the best strategies, monitoring comprehension, monitoring strategy use, and evaluating the learning process. the first method used by pupils to learn grammar is metacognitive, which is an indirect technique along with emotive and social. tanewong (2019) presents metacognitive tools that enable students to assess their own grammar learning patterns and coordinate the learning process. these strategies also assist students in focusing on specific grammar tasks in order to review concepts and connect them to prior knowledge. cognitive grammar learning is the second primary method. one kind of learning approach that students might employ to learn more effectively is cognitive. idris et al., (2022) and tunga (2021) state that grammar is a language aspect that requires adequate practice and that cognitive strategies for memorizing include repetition, organization of new language, summarizing meaning, inferring meaning from context, and using imagery. all of these techniques purposefully manipulate language to enhance learning. furthermore, jovanović et al., (2017) when students use cognitive strategies, they mean the purposeful actions they take after obtaining knowledge. the actions could include visualization, transfer, organizing, summarizing, deducing, and elaboration. the third main strategy used by students in learning grammar is social. to encourage students to develop conversation with speakers of the target language is one of the most crucial roles played by social language acquisition methodologies in the teaching of a foreign language (mohammed, 2018). the social methods serve a variety of purposes, including asking inquiries in a foreign language, getting responses, correcting errors, fostering cooperation, and attempting to understand the emotions and ideas of those from the target culture (hyland, 2019). grammar skills must be developed in order to communicate effectively in a foreign language. the social strategies' primary contribution to the study of grammar is their emphasis on the value of interpersonal interaction and spoken communication. the setting for instruction and learning is social. the teacher is crucial in this setting for fostering dialogue among the students. the success of language education and the students' adaptability to the language they learn both heavily depend on the students' perceptions of their own sense of self-worth. additionally, it is possible to foster student cooperation skills. when students share their knowledge with a teacher and other students, they can learn more quickly. the fourth technique for learning language is called the emotional technique, and it deals with controlling both good and negative emotions. a favorable affective environment aids learning generally, while the relationship between affective strategy and learning is unclear. yulianti (2018) defined affective strategies are the methods that give students the ability to manage their emotions, drives, and mindsets when studying the language. managing emotions to accept such challenging teachings will be crucial because grammar deals with a lot of structure and patterns that call for intense focus and understanding. lestari & wahyudin (2020) recognized three main categories of affective techniques: reducing anxiety, supporting yourself, and measuring emotional state. memory techniques, also known as mnemonics, were the fifth grammar learning strategy used by the participants. these techniques are clearly more effective when the learner uses both affective and metacognitive techniques at the same time, such as paying prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 36 attention and calming down by taking deep breaths. koç (2017) states different forms of material are frequently paired as memory strategy. it is possible to link the verbal and visual in language learning by giving verbal labels to images or by creating visual representations of words or phrases. amirbakzadeh kalati & memari (2017) says memory strategies frequently couple various kinds of information. it is possible to integrate the verbal and the visual in language acquisition by giving verbal labels to pictures or by creating visual representations of words or phrases. this is beneficial for language learning for four reasons: first, the mind can store more visual information than it can verbal information. second, visual representations are the most effective way to transfer information into long-term memory. third: the most effective method for helping people remember verbal information may be visual pictures. fourth, a sizable portion of students prefer visual learning. the least grammar strategy employed by the students was the compensation strategy. according to amirbakzadeh kalati & memari (2017) compensation strategies are defined as ones that "allow learners to use the new language for either comprehension or production despite knowledge limitations." the purpose of compensation strategies is to compensate for a limited vocabulary and grammar repertoire. in order to make up for missing information or knowledge, particularly in oral encounters, compensation tactics are a variety of techniques that include guessing, utilizing synonyms, using motions and pausing words, etc. teaching students compensation strategies can thereby improve their motivation and learning ability. the result of this research was also strengthened by the relevant research conducted by çetinkaya & tilfarlioğlu (2020) in which the findings of the study demonstrated that items 18–36 of the questionnaire are those that pertain to metacognitive grammar learning strategies. both successful students (mean 3.35) and unsuccessful students (mean: 3.33) employ metacognitive grammar learning strategy. according to oxford’s frequency table (1990), all of the students occasionally exhibited metacognitive strategy. the individuals did not use the compensation or memory strategies, making metacognitive the greatest strategy after cognitive and social/affective. another research conducted on grammar strategy was carried out by juniar & carissa (2020), but the outcome was different since it reveals that social strategy, rather than memory strategy, is the one that intermediate english grammar students utilize more frequently. this study suggests that there is a chance that students in intermediate english grammar classes have a propensity to learn with their friends. because this research was conducted after the pandemic covid-19 era when students were still adapting from pure online to learning systems in their grammar courses, so further studies on how the students are used to blended learning are necessary. nevertheless, this study still has limitations since this study only focuses on beginner students who follow the basic level of grammar course, it does not discuss the level of grammar ability, anxiety, and causes of grammar anxiety. this study also could further be extended to measure the effectiveness of the cognitive, metacognitive, social, affective, compensation, and memory strategies listed above. in light of the findings of this study, it can be concluded that students typically evaluate their own grammar learning style and coordinate their own learning activities. metacognitive strategies also assist students in focusing on specific grammar tasks in order to review concepts and make connections to prior learning. conclusion as the first grammar research conducted at hamzanwadi university, this study may provide more empirical data about grammar learning strategies that students employ when they deal with basic grammar courses after the covid 19 pandemic. lecturers may practice the concepts and understanding related to learning strategy for understanding the learners better. the result of the study is to provide a contribution to the lecturers about the students' prasetyaningrum grammar learning strategies applied ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 37 grammar learning strategies. furthermore, the result of this study is to give support to the lecturers to know more about what kind of strategies that students use. in addition, the study is intended to help the students to be aware of the strategies they currently use, and monitor the effectiveness of strategies they use. the benefits for the students may practice the concepts for understanding and learning english in order to get satisfactory results. finally, other researchers may practice or choose kinds of strategies to study and evolve, rove, criticize, and check out other sides related to the kinds of learning strategies. the goal of this study was to identify the various grammar learning strategies used by first-semester english education study program students who took a basic english grammar course. kemp (2007) and bayou (2008) employ the learning strategy hypothesis. metacognitive strategy, cognitive strategy, social, affective, memory, and compensatory strategy are the six categories that learning strategies fall under. the researcher distributed a questionnaire in order to get answers to their questions. the researcher then analyzed and examined the grammar learning strategies that the students had used. based on the research's findings, the participants in the subsequent basic english grammar course used every learning strategy. the results of a survey showed that the most popular learning technique is metacognition, which is followed by cognitive, social, affective, and memory. compensation was the least popular strategy. because students prefer to review their own errors and attempt to contrast them with the right answers, metacognitive becomes the first approach used. additionally, metacognitive skills assist students in organizing and confirming learning objectives, selecting a learning strategy, and assessing and giving feedback on learning results. students that applied metacognitive techniques typically have better self-management, selfmonitoring, and preparation skills, which enable them to exercise 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(2017). the relationship between grammar learning strategy use and language achievement of iranian high school efl learners. indonesian efl journal, 3(2), 129– 138. zhou, z. (2017). the investigation of the english grammar learning strategy of high school students in china. theory and practice in language studies, 7(12), 1243–1248. jo-elt (journal of english language teaching) fakultas keguruan dan ilmu pendidikan program studi pendidikan bahasa inggris ikip https://e-journal.undikma.ac.id/index.php/joelt email: joelt@undikma.ac.id june 2023, vol.10 no.1 online: 2548-5865 print: 2355-0309 pp.71-87 doi:10.33394/jo-elt.v10i1.7272 jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 71 translation errors on report texts by the fourth semester students at uin sayyid ali rahmatullah tulungagung #1 dessy rahma lestari, *2 nurul chojimah #1 english student, english education department, faculty of tarbiyah and teacher training state islamic university of sayyid ali rahmatulllah tulungagung *2 english lecturer, english education department, faculty of tarbiyah and teacher training state islamic university of sayyid ali rahmatulllah tulungagung corresponding author email: layinrohmah20@gmail.com a b s t r a c t s a r t i c l e i n f o this study aims to describe the phenomenon of errors in the english translation of semester iv students on report texts at uin sayyid ali rahmatullah tulungagung (satu). the research design is a descriptive design with a qualitative approach. the main data in this study is the results of the participants' translations of the report text and their interview answers. this study reveals four types of student errors in translating report texts into indonesian: incomplete writing, mistranslation of pronouns, translation meaning errors, and sentence errors. errors in giving meaning with inappropriate words are the most common mistakes made by students in this translation. while the factors that cause them to make mistakes in translation such as sloppy, lack of vocabulary, lack of vocabulary, and different structures between indonesian and english. article history: received: february, 2023 revised: may, 2023 published: june, 2023 keywords: translation errors, report text, how to cite: lestari, d., & chojimah, n. (2023). translation errors on report texts by the fourth semester students at uin sayyid ali rahmatullah tulungagung. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 10(1), 71-87. doi:https://doi.org/10.33394/jo-elt.v10i1.7272 introduction translation is the process of moving information from the source language to the target language. nida (1964: 159) states translating consists of the reproduction in the receptor language of the closest natural equivalent of the source language message. if translators cannot translate the messages accurately, the readers will have difficulty in understanding the messages. to understand the messages accurately, the translation skill must be taught and mastered. it is not an easy task; for the translator to make a good translation product. a translator faces many problems either linguistic or non-linguistic. for pedagogical purposes, translation problems may be categorized as pragmatic, cultural, linguistic, or text-specific. those problems may cause errors in translation. errors arise because of a lack of knowledge about some elements in the source language or the language target. according to tee, amini, siau, & amirdabbaghian (2022) the categorized translation into four categories namely pragmatic, cultural, linguistics, and text-specific translation errors, and they are discussed accordingly in the next section. pragmatic translation errors happen due to inadequate solutions to pragmatic translation problems such as the lack of receiver orientations. mailto:layinrohmah20@gmail.com lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 72 in the translation process, several aspects are needed to make the translation results accurate to the source language. to achieve accurate translation results, it is necessary to have many aspects, both linguistic and non-linguistic. these two aspects are interconnected so translators must master both in order to create accurate translation results. the problem started when the translator only mastered one aspect, even less mastered both aspects. this makes their translation results less accurate. this incident was also experienced by several students majoring in english in the first semester. translation difficulties are generally experienced by english language students when they first take translation courses. ehrensberger-dow (2014) said that the description of translation as an activity that is still basic, there is a need to investigate and deepen how translation activities are effective. many of the methods that have proven useful in the laboratory have also been applied in the field, and some of the challenges associated with investigating translation in public places are common. however, certain language barriers present special challenges for everyone involved. generally, translation learning are available in semesters four to five. this course introduces the basic sciences for translating languages, especially english. the difficulties experienced by students in translation are caused by the majority of students still being influenced by their first language (indonesian), students' linguistic awareness is still low, students have not been able to learn the source language well so they cannot reconstruct the same message using words and grammar of the language. target that matches the source language (basuki, 2015: 12). in translating english texts into indonesian, often errors were found in the students' translation results. the translation errors mainly lie in grammatical factors and choice of words especially those related to terms in special fields or known in english for specific purposes. for that is this translation error needs to be analyzed to find out the deficiencies in students' knowledge of english, especially in terms of grammar and word selection. by knowing these deficiencies, students will be given treatment correct way to correct their translation mistakes. errors in translating english into indonesian often occur, due to language structure and vocabulary knowledge from the translator himself. this research is interesting research to study because it can find out the causes of translation errors that are made by most translators or students. several researchers also conducted research on mistakes in translating english into indonesian. the first study was conducted by muhamad (2019) which stated that the error in students' translation in translation learning was caused by the students' unfocused in learning, their fear to translate and choosing the right material, and to reliance on google translate instead of their own translation abilities. the second study was by basuki (2015) stating that the common error in students' translation was the choice of vocabulary, the grammatical correctness, the similarity of meaning, and the coherence between each word or structure. those errors are caused by students' linguistic awareness which is still low. the third previous study was done by sari (2019). it revealed that the students' errors in their translation related to vocabulary were the use of prepositions and incomplete sentences. lexical errors are related to errors in determining the equivalent of indonesian words in english words that are appropriate in the context of english language and culture. grammatical errors include missing in the use of tense, missing in the use of prepositions, and errors due to incomplete sentences. errors made by the students indicate that the students still have flaws in terms of determining diction (word selection) in english correctly and lack of understanding of grammatical rules in english. based on the previous research, there are still many indonesian students, especially in the english department who experience errors in translation. the majority of errors that often occur are vocabulary choice, missing of using tenses, inappropriate use of prepositions, and the transposing of meaning from the source language to indonesian. this is influenced by lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 73 students' perceptions of linguistics, especially the difference between the contextual meaning of a language from the source language and the target language. from the explanation above, the previous research above is presented to prove that this research is different from previous research. this research contains elements of novelty or gaps. the difference lies in the research subject, namely students who make translation mistakes in english. the researcher has carried out a descriptive study related to error analysis in translating. the focus of the analysis is on by the fourth semester students at uin sayyid ali rahmatullah tulungagung. research method research design this research design was descriptive design with a qualitative approach. the purpose of the qualitative approach is research that effort to tried to interpret the phenomenon to the readers, thus they can know the pattern of the phenomenon easily and effectively (creswell, 2009: 4). this study aimed to describe the phenomenon of the error in fourth semester english students’ translations result of report text at uin sayyid ali rahmatullah tulungagung (satu). research sample data collection used documentation. the documentation that was done was to collect the results of the translation of the report text from several students who were in the 4th semester at uin sayyid ali rahmatullah tulungagung. the researcher took 5 students who were considered to represent the presentation of the objectives in this study. the researcher gave a report text in english, then some of the students were asked to translate them into english, then the researcher analyzed some of the errors in their translation results. the subject of this research was the fourth semester english students at uin satu that have passed the translation learning, while the secondary source is data from the related theory in other journals or research. the students’ translation error in the report text was revealed from primary data and secondary data, that was from translation results from students and related theory from another research as a grand theory of research analysis. instruments in qualitative research, the researcher used two instruments in the data collection technique; interview guide list and guide of translation errors. the research instrument is a tool used in research to collect and obtain data so that the research carried out can be easily implemented. in this study, researchers act as an instrument as well as the data collector itself by asking, listening, observing, and retrieving research data. in addition, the other instruments used in this study are interview guidelines, as well as recording tools for documentation and document formats. in conducting interviews, researchers require two aids, namely interview guides and recording equipment. guidelines interviews can be in the form of questions to ask sources in the form of long answers. recording equipment used in research are tape recorders, cell phones, and video recording if required in certain circumstances. another instrument is a student text document. data analysis the researcher conducted data analysis into three phases. the two phases of analysis data are as follows: 1. analyze the types of students’ errors in translating report text into indonesian. the first step to analyzing the types of students’ translation errors is reducing data. in this step, the researcher sorted the data by removing the data that was not relevant to the lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 74 topic discussed based on the common translation error in elt which are missing words, word order, incorrect words, unknown words, and punctuation. the second step is displaying the data found in the reduction part. the data displayed in this research is the presentation or interpretation of data that has been analyzed in the reduction part. the interpretation of data in this research by describing the findings in data reduction and making it easy to understand by giving the supporting theory from another research. the last step is drawing a conclusion. in the data conclusion, the interpretation or data display is compared with the research questions. the result of the conclusion is the answer to the research questions that reveal the types of students’ translation errors in report text 2. analyze the source of students’ errors in translating report text into indonesian the first step to reveal the source of students’ errors in translation report text is data reduction. the second step is displaying the data found in the reduction part. the data displayed in this research is the presentation or interpretation of data that has been analyzed in the reduction part. the interpretation of data in this research is by describing the findings in data reduction and making it easy to understand by giving the supporting theory from another research. the last step is drawing a conclusion. in the data conclusion, the interpretation or data display is compared with the research questions. the result of the conclusion is the answer to the research questions that reveal the source of students’ translation errors in report text. research findings and discussion 1. the types of students’ errors in translating report text into indonesian. a. incomplete writing data 1 text: they send electromagnetic microwaves from the base station to the base station. translation: “electromagnetic microwaves” “gelombang mikro” analysis: based on data 1, shows the error that was incomplete writing. the word electromagnetic microwaves was a noun phrase that has the meaning of electromagnetic microwaves so the unit interpreting the noun was greek using incomplete words that were “gelombang mikro”. it should be written electromagnetic microwaves data 2 text: the first mobile phone network was created in japan in the late 1970s translation: “telepon pertama kali dibuat di jepang pada akhir tahun 1970 an” analysis: based on the data above, made an incomplete translation of the word "cell phone". "cellular telephone" was a noun phrase that means "cellular telephone", so dn made an incomplete translation, namely "telephone" which should have been written “jaringan telepon” pertama kali dibuat di jepang pada akhir tahun 1970 an data 3 text: handphones are largely used by most of us. translation: “ponsel digunakan oleh sebagian besar dari kita” analysis: in accordance with the sentence above, there was an error in grammar in the translation. the word “used” is use the second form of the verb "use + ed". so that it showed that the sentence was a simple past sentence, it was a sentence that has lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 75 occurred or passed. therefore the correct translation sentence was to use the past word in the form of " ponsel telah digunakan oleh sebagian besar dari kita ". sari (2019) explains the results show that students make errors in terms of vocabulary, use of prepositions, and incomplete sentences. error analysis can also be implemented in teaching translation through five stages, namely test, correction, discussion, revision, and evaluation. according to hambali (2008) the highest average number of mistakes was 2.3 on subject-verb agreement type, and the lowest one was 1 on the absence of subject and verb. from the error analysis, it could be generalized that the students were probably influenced by their native language system which does not exist in english. therefore, differences of the language system especially in grammar should be introduced to the students during translation studies the additional result explanation from tandikombong, atmowardoyo, & weda (2016). the research findings reveal that the most frequent errors in both levels are errors in verbs; and that most of the errors are due to overgeneralization and the ignorance of the rule restriction b. mistranslation of pronoun data 4 text: this is called wireless communication. translation: “inilah yang disebut dengan komunikasi nirkabe” analysis: in writing the indonesian translation, it would be better if it was written using the correct pronoun, the correct subject. based on the data above, the student wrote transition with the word “this” at the beginning of the sentence. it was not justified because "this" in indonesian should be written with a noun as the subject, namely wave. so the correct one is “gelombang yang disebut dengan komunikasi nirkabel”. data 5 text: it has been the primary need of our daily life. translation: “itu sudah menjadi kebutuhan utama dalam kehidupan kita seharihari” analysis: likewise the results of the translation from dd, it showed that based on the data above it was a subject that should be written with the correct noun. "it" was a pronoun of the word before. the word in the previous sentence was "mobile phone", so a better translate sentence was to write handphone as the subject “telepon genggam sudah menjadi kebutuhan utama dalam kehidupan kita sehari-hari”. data 6 text: it can slide out the number keys or mini keyboards translation: “itu dapat menggeser tombol angka atau keyboard mini” analysis: dn also did the same thing, showing that based on the data above it was a subject that should be written with the correct noun. "ini" was a pronoun of the word before. the word in the previous sentence was “rel geser”, so a better translate sentence would be to write “rel geser” as the subject “rel geser dapat menggeser tombol angka atau keyboard kecil”. “rel geser ini dapat menggeser tombol angka atau keyboard kecil” lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 76 data 7 text: it has been the primary need of our daily life translation: “itu sudah menjadi kebutuhan utama dalam kehidupan kita seharihari” analysis: this data from wh’s translation. there was a mistranslation of the pronoun "it". where the meaning of that word was refer to the previous word "ponsel". “ponsel sudah menjadi kebutuhan utama dalam kehidupan kita sehari-hari”. pronoun is a pronoun with a different meaning according to the context, so if you do a translation you don't know the actual substitute or pronoun according to the context, the meaning of the translation will be wrong, as the previous reserach by anindya & yonatri (2022) said that the data focused on the translation errors based on ata error categories in the words or phrases level. the results showed there were 14 types of errors found, namely: literalness (31.05%), usage (22.22%), punctuation (7.84%), terminology (7.52%) the study recommended that translators have sufficient knowledge about the target language mechanics, produce clear renditions of the source text, and maintain the writing quality of the target text ismailia (2022) says that the lexical errors that found in the result of translating informative text by google is for about 98 %. the other errors also found in grammar example pronoun for about 0,007%, semantic for about 0.008% and discourse for about 0.005%. it means that google translate made many errors in translating informative text, but it can be as an alternative choice to get the rapid translation result from english text into bahasa indonesia. koman, hartono, & yuliasri (2019) say that the result of the analysis showed that there were 21 translation errors of 26 error categories according to ata’s framework for standardized error making grammar. in conclusion, the three most prominent error categories made by the students were grammar, syntax, and faithfulness error. the errors were mostly influenced by extratextual factors such as sender, intention, recipient, medium, time, motive, and text function. in addition, lexis was also an influencing factor in making errors c. meaning error of translation data 8 text : these phones can be used for sending an e-mail, browsing the internet, playing music and games, and many other functions that the computer can do translation: “telepon ini dapat digunakan untuk mengirim pesan elektronik (email), menyelancar di.........” analysis: there was a mistranslation of the word "browsing". this translation was actually true and can be used, but in the context of this sentence it would be more suitable to be interpreted as "menjelajah". the better translation is “telepon ini dapat digunakan untik mengirim pesan elektronik (e-mail), menjelajah di internet” data 9 text: older phones also used computer technology translation: “telepon tua juga menggunakan teknologi komputer” analysis: there was a mistranslation of the word "older phones". this translation was actually true and can be used, but in the context of this sentence it would be more lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 77 suitable to be interpreted as "tua”. it could be written by “telepon lama juga menggunakan teknologi komputer” data 10 text: the shape of a candy bar phone is similar to a candy bar, and the buttons and the screen are on the same surface translation: “bentuk ponsel mirip dengan candy bar, dan tombol serta layar berada di permukaan yang sama” analysis: the translation written by dd above has a translation error, which was a waste of words. in the sentence above the conjunction was written twice in one sentence this was a waste of words that should be the words "dan", "serta" it was written only once, so it could be written in a better sentence like “bentuk ponsel mirip dengan candy bar, tombol, dan layar berada di permukaan yang sama” data 11 text: they send electromagnetic microwaves from the base station to the base station translation 1: “mereka mengirimkan gelombang mikro elektromagnetik dari pangkalan pemancar kepada pangkalan pemancar” analysis: nv also made a translation error seen in data 12 above, that nv repeated the word "transmitter base". for the word "transmitter base", the first should be written "transmitter center" so that the correct translation can be written like “mereka mengirimkan gelombang mikro elektromagnetik dari pusat pemancar kepada pangkalan pemancar”. the errors also were written in data 12 up to 19, as follows: data 12 translation 2: “mereka mengirimkan gelombang mikro elektromagnetik dari stasiun dasar ke stasiun dasar” analysis: the same mistake was as a translation error in the word "based" or the bus station referred to by the first based station was the center station or base station. so what was meant by the electromagnetic microwave traveling wave starts from the central station to the base station. then the correct translation can be written “mereka mengirimkan gelombang mikro elektromagnetik dari stasiun pangkalan kepada stasiun pangkalan” data 13 text: these phones can be used for sending an e-mail, browsing the internet, playing music and games, and many other functions that the computer can do. this is because mobile phones are small computers translation: “ponsel-ponsel itu bisa digunakan untuk mengirim e-mail, menelusuri internet, memutar musik dan bermain game, dan banyak fungsi lainnya yang dapat komputer lakukan. ini karena ponsel adalah komputer kecil” analysis: the sentence above showed a mistake in the translation, namely repeating the word "dan" too much. there shouldn’t be added the word "dan" to the word " memutar musik dan bermain game" because it included a compound sentence or lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 78 complex sentence which should be written once at the end of the sentence so that it becomes “ponsel-ponsel itu bisa digunakan untuk mengirim e-mail, menelusuri internet, memutar musik dan bermain game, dan banyak fungsi lainnya” data 14 text: the sliding phone slides on the sliding rail translation 1: “telepon geser meluncur pada rel geser” analysis: there was a mistranslation of the word "slides". this translation was actually true and can be used, but in the context of this sentence it would be more suitable to be interpreted as "digeser”.it should be “telepon geser digeser pada rel geser” data 15 translation 2: “telepon geser meluncur pada rel geser” analysis: there was a mistranslation of the word "slides". this translation was actually true and can be used, but in the context of this sentence it would be more suitable to be interpreted as "digeser”. it should be written “telepon geser digeser pada rel geser”. data 16 text: the rotating shaft rotates on the shaft. translation: “poros yang berputar berputar pada poros” analysis: there was a mistranslation that occurred when they translated using google translate, this translation looks a little confusing. this translation was actually true and can be used, but it confuses the reader. the better translation would be “poros berputar pada porosnya” data 17 text: modern phone manufacturers have been able to use smaller parts. translation 1: “ pembuat telepon modern sudah mampu untuk digunakan bagian lebih rinci” analysis: the data above showed a translation error in the word "manufacture" which means "maker". the true meaning of "manufacture" was "pembuatan", "perusahaan", or "pabrik". therefore the translation that should be written is “pembuatan telepon modern sudah mampu untuk digunakan bagian lebih rinci”. data 18 translation 2: “produsen telepon modern telah dapat menggunakan bagian-bagian yang lebih kecil” analysis: in this sentence, the mistake provided a complex and difficult to understand translation of the word "smaller parts" the meaning of smaller parts here was the detailed and detailed things can be found from modern phones that are now full of features. “produsen telepon modern telah dapat menggunakan bagian-bagian yang lebih rinci” lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 79 data 19 text: handphones are largely used by most of us translation: “telepon genggam sebagian besar telah digunakan oleh kebanyakan dari kita” analysis: the data above showed that a translation that mean "ambiguous" on the adjective "amount" i.e. the words "sebagian besar" and "kebanyakan" were the words that had the same meaning but were used in one sentence at the same time. therefore, it was better for both words to use one so that it can be written as “telepon genggam sebagian besar telah digunakan oleh kita”, or other sentence, “telepon genggam telah digunakan oleh kebanyakan dari kita”. data 20 text: many 21st century mobile phones are smartphones translation: “banyak ponsel abad ke-21 adalah smartphone” analysis there was a mistranslation of the word "many". although the meaning of many was “banyak” but it this context the word of “many” interpreted as “kebanyakan”. it should be written such as: “kebanyakan ponsel abad ke-21 adalah telepon pintar”. data 21 text: the wave is sent through the antenna translation: “gelombang merupakan pengirim yang menggunakan antena” analysis: there was a mistranslation that occurred when they translated using google translate, this translation looked a little confusing. this translation was actually true and can be used, but it confused the reader. it should be written by “gelombang tersebut dikirimkan melalui antena” data 22 text: you can save data on your phone, type your task, take and customize your picture translation 1: “kamu bisa menyimpan data di ponselmu, tipe penulisan, mengambil dan memilih fotomu” analysis: there was a mistranslation in the sentences of “type your task” and “customize your picture. it should be written by “kamu bisa menyimpan data di ponselmu, menulis tugasmu, mengambil dan mengedit fotomu” data 23 translation 2: “anda dapat menyimpan data di ponsel anda, mengetik tugas anda, mengambil dan menyesuaikan gambar anda dan yang paling penting adalah anda dapat menghubungkan ponsel anda dengan koneksi internet, tentu saja dengan opsi penyedia kartu sim” analysis: the translation based on the data above, showed the writing in waste. word wasting was done because there is the word "you" repeated in each phrases. therefore, a better translation was to write the word "you" in one sentence like the following: ““anda dapat menyimpan data di ponsel, mengetik tugas, mengambil dan lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 80 menyesuaikan gambar, dan yang paling penting adalah dapat menghubungkan ponsel dengan koneksi internet, tentu saja dengan opsi penyedia kartu sim” in translating texts, the main goal is to obtain meaning that understands and can understand the context. as the utterance from koman, hartono, and yuliasri (2019), explain the result of their research that the translation itself, if can be summarized that it is a process of “transfer or meaning” from one language to another language. there is no overriding reason to insist on perfect linguistic competence or extensive text analysis before getting down to translating, since errors are going to be made, and the best way to learn is often to start making them. we all fall into error. errors are going to be made during the process of translation, so our task as translator to get rid of the errors and try hard to present the target text as equivalent as the source text. then, sinaga (2022) says that the semantic mistake (121 mistakes) was the dominant mistake committed by the students of morning class. the second order was occupied by the lexical mistake (75 mistakes), and followed by the grammatical mistake (48 mistakes) in the third position. most of the students used an adapted translation method in translating the accounting text. it could be seen from the attempt of the students to add some information from the source language text (slt) into the target language text (tlt). factors that caused the mistakes in students’ translations were the linguistic factors (semantics, lexical, and grammar), besides the external factors, such as the cultural factor and the personal factors of the students. wongranu (2017) adds the explanation of the research that the causes of errors found in this study included translation procedures. it is recommended that more class time be spent to address the problematic points. in addition, more authentic translation and group work should be implemented to increase self-confidence and decrease anxiety d. students still use of english terms this error was also made by yn, dd, wh, and dn where the error was in the writing of words that were still in english form. data 24 text: there are some kinds of cell phones like smartphones translation: “ada beberapa jenis ponsel seperti smartphone” analysis: the mistake is made a "smartphone" writing error. smartphone was a term in english which means "smartphone" but they still wrote in the term "smartphone" in english translation, it was better written with the word “ponsel pintar”. there was a mistranslation of the word "smartphone". this translation was still in english. although the term in indonesian the word "smartphone" can be used, for translation it should still use its true meaning. data 25 text: it can slide out the number keys or mini keyboards translation: “itu dapat menggeser tombol angka atau keyboard mini” analysis the translation error in writing the word "mini". in the phrase "mini keyboard" means a "smartphone" it has a " keyboard kecil". meaning small was different from a laptop keyboard. the word mini should be translated into a word in terms of the lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 81 indonesian language, namely “kecil". so the correct translation is like this. “itu dapat menggeser tombol angka atau keyboard kecil” data 26 text: they send electromagnetic microwaves from the base station to the base station. translation: “mereka mengirimkan micro elektromagnetik dari stasiun dasar ke stasiun dasar” analysis: based on the translation of the word "micro" electromagnetic there was a translation error in the form of the word "micro" where micro was still in english. "micro" means small in the form of an absorption word whereas in the indonesian form "micro" was written with the word "mikro", so a better translation was written with “mereka mengirimkan mikro elektromagnetik dari stasiun dasar ke stasiun dasar”. data 27 text: the shape of a candy bar phone is similar to a candy bar translation: “bentuk ponsel candy bar mirip dengan candy bar” analysis: there was a mistranslation of the word "candy bar". the error lay in the word “candy bar” which means saying at the candy bar is a noun phrase that means the form shape of the phone. it was still using english words to make the translation. it should be written “bentuk ponsel batangan mirip dengan permen batangan” differences in structure, context, and culture of using indonesian and english often become a factor in students' difficulty in translating. as the result of laksana’s, and putri’s research (2018) shows that the most frequent error types are wrong lexical choice, bad word form, missing auxiliary word, short-range word level word order, and extra word. the other error types rarely occur in the translation. munawir (2020) also give the result of the research and concluded that the abstracts found various errors. errors in the kinds of translation were omission – deviation –modification –addition and the least is inversion. the result of this research provides new information about translation to the students, especially to non-english students, and motivates them to translate the abstract well. indira and adha (2022) say that there were some translation errors made by the students in translating texts from bahasa indonesia into english. the causes of errors made by the students were: it was difficult to translate texts from bahasa indonesia into english; most students did not know how to differentiate between literal and idiomatic translation; most students were not familiar with translation methods; most students did not master english vocabularies well; and the students felt difficult to choose the appropriate meaning of words that have various meaning e. sentence error sentence errors were also found in the translation of some of the data in this study, sentence errors meant that some students made mistakes in writing sentences in a good indonesian language order so their translation results cannot be understood properly and did not produce correct meaning. data 28 text: the rotating shaft rotates on the shaft lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 82 translation: “poros yang berputar berputar pada poros” analysis there was a mistranslation that occurred when we translated using google translate, this translation looked a little confusing. this translation was actually true and can be used, but it confused the reader. it should be written “poros berputar pada porosnya” data 29 text: there are some kinds of cell phones like smartphones. translation: “ada beberapa jenis ponsel seperti seperti telepon pintar (smartphones)” analysis: the wrong sentence in the translation above written by the unit was found in the complementary or adverb sentence. the sentence above was basically appropriate because it contained a subject, a predicate, and an object, which was a nominal sentence, but in the description, there is the word "seperti" which is repeated twice so that it became a waste of words and created a double meaning, in the end, a better translation was by simply writing the word "seperti" ones. data 30 text: handphones are largely used by most of us translation: “ponsel sebagian besar digunakan oleh sebagian besar dari kita” analysis: the sentence written in the translation above was the wrong sentence structure because the additional word was written twice, namely "most of" the subject and verb and object has been written correctly. therefore, a better translation was to write the word "most" once. it should be “ponsel telah banyak digunakan oleh sebagian besar dari kita”. data 31 text: a mobile phone (also called a cordless phone, cell phone, or cellular phone) is a very small portable radiotelephone. translation: “telepon genggam ( atau juga disebut telepon tanpa kabel, ponsel atau telepon seluler) adalah radio telepon portabel yang sangat kecil” analysis: the translation word or sentence above was also wrong because the conjunction was written twice in the form of "or". therefore, the correct transaction was to write "or" only once like “telepon genggam (telepon tanpa kabel, ponsel, telepon seluler) adalah radio telepon portabel yang sangat kecil” data 32 text: you can save data on your phone, type your task, take and customize your picture and the most important thing is you can connect your phone with an internet connection, of course with the options of your sim card provider. translation: “kamu bisa menyimpan data pada telepon mu, menulis tugasmu, mengambil dan merubah foto mu dan hal paling penting adalah kamu dapat menghubungkan ponselmu dengan koneksi internet, tentu dengan pilihan dari provider kartu sim mu” lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 83 analysis: the arrangement of the sentences written was wrong because there were too many pronouns in the form of "mu" as well as additional conjunctions in the form of "and". therefore a better transition would be to write the pronoun once and consume "and" as much as one “kamu bisa menyimpan data pada telepon, menulis tugas, mengambil, merubah foto, dan hal paling penting adalah dapat menghubungkan ponsel dengan koneksi internet, tentu dengan pilihan dari provider kartu sim” in explaining the mistake in compiling this sentence, some researchers have found several results, as follows: kusumawati (2017) is another that finds the answer students are they mean part of the sentence. the term doesn't know means emptied or even written in english. so when read the whole text is not has a clear meaning. from the overall student answers are only a few which performs the refinement stage. this matter happened due to time constraints to re-read the entire answer and interpret one word at a time. shanty & bustamin (2016) say that the students often use a type of literal translation which results in the translation results becoming unnatural and the meaning is unclear in the context of phrases, clauses as well as sentences. for the results of the questionnaire analysis; students have enough time to learn english, through formal channels and other learning media such as media electronics and the internet 2. the sources of students’ errors in translating report text into indonesian the error in translating in indonesian made by some of the students mentioned above was due to several factors, such as lack of practice, carelessness, lack of vocabulary, and different structure. researchers conducted interviews related to these factors. some of these sources or factors were as follows: a. lack of practice data 33 participant 1 said that “my knowledge of translation is indeed lacking, so i still have difficulty in translating english. the structure of using word order in translating report text is still weak”. analysis: based on data 1, participant 1 said that the translation error was caused because she lacked experience in translating. that meant translating english to indonesian was an activity that he didn't do often, so he found it difficult to translate english into indonesian. data 34 on the other hand, participant 2 also explained that the factors that caused the translation error were “i find it difficult to translate often turn around in arranging or interpreting words. this is because i am used to using my native language, which is indonesian. analysis: furthermore, participant 2 explanation of the reasons for making mistakes was sourced from the arrangement of sentences or phrases that were often turned around and not quite right between the subject, verb, predicate, or complement. the sentence structure was often confused, it was because participant 2 had lack of experience. lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 84 b. careless data 35 participant 3 explains that “i am often careless when interpreting english to indonesian and also still don't understand the material and points about translation. analysis: participant 3 in data 2 also explained that the mistakes in doing the translation were also caused by several sources or factors such as that participant 3 was a careless person. careless here can be interpreted that he was a person who was not careful in doing something, so when he was working on the translation errors often occur in the writing of words, or the structure of sentences. data 36 participant 4 is also a student who has difficulty explaining. “i already understand how to translate but sometimes i am still confused about the grammar structure. i'm also not very careful in choosing words." analysis: data 5 showed that there was an explanation from participant 4 about the factors that caused errors in translating because of carefulness. the main factor was the confusion that participant 4 still felt in learning grammar so participant 4 was also often confused about english. therefore participant 4 was often wrong in using words and compiling sentence structures into correct sentences. c. lack of vocabulary data 37 participant 5 added that “i still don't understand about the material i lack vocabulary and my english knowledge is still poor”. analysis: meanwhile for participant 5 according to him, the mistakes made in doing the translation stem from the lack of vocabulary. in general, the lack of knowledge about vocabulary was definitely caused by a lack of practicality in doing english exercises, such as rarely doing english questions, rarely reading and rarely doing activities related to english. this causes a lack of knowledge about vocabulary and it was difficult to translate correctly. data 38 participant 6 also explained, "i do not know well the material explained by the lecturer. i don't memorize vocabulary enough, so it makes it difficult to interpret and often gets it wrong to analyze sentence structure". analysis: meanwhile, participant 6 explained the source or the factor that she made a mistake in the translation the main factor that caused the error was that participant 6 did not understand the material explained by the lecturer in the class about translation because of lack of vocabulary. the power to remember vocabulary was also weak so it was easy for her to forget the words or vocabulary she had learned. this causes a lot of mistakes made when doing the translation. d. different structure between indonesian and english data 39 participant 7 also added an explanation of the factors behind the error in the translation, namely: “i didn't understand the material in translating, so i was lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 85 confused when translating into english. the element of my native language is also influential, namely indonesian because the structure of english and indonesian have their own characteristics. analysis: the data above is an explanation from participant 7 about the mistakes made in the translation caused by several factors, namely the lack of understanding of the translation material, and being careless or not careful in doing or arranging sentences and occupying good grammar. in addition, the important role of indonesian which was often carried out made her accustomed to interpreting english with the indonesian version so that its characteristics were often distorted. data 40 i am also still confused about writing report text because of my lack of understanding in applying english grammar rules” analysis: this was also because participant 3 did not really understand the important points that must be done in translating english to indonesian, especially the grammar rules. several factors can cause students difficulties in translating, at least some researchers have found some results that translators often make mistakes both in the arrangement of meaning and meaning as the first explanation from kusumawati research results (2014) mentioned that students experience difficulty understanding reading from books english text begins with an error in interpreting vocabulary. there are two factors that causes it, first the vocabulary has another deep meaning used in everyday life and the vocabulary is difficult to find equivalent or meaning in indonesian. for translate english text with well must have a treasury quite a broad vocabulary. meanwhile, trisnawati & bahri (2017) stated that in their research prospective students tend to use local strategies and literal methods in their translations. this matter affects the quality of the translation, making it less natural in the target language. besides that, there is translation errors due to the wrong choice of words, causing the message in the source text to fail be delivered. according to kusumawati (2017), his research stated that (1) there are many students make mistakes in translating sentences because they don't know the meaning of something vocabulary; (2) students translate a text by interpreting one word at a time without understand the meaning of the previous text; (3) with limited time, students do not have time to examine go back or read the translated text in its entirety. conclusion there are four types of students’ errors in translating report text into indonesian, they are incomplete writing, and sstudentswrote an english translation into indonesian with incomplete sentences. the errors were 5% error sentences. mistranslation of pronoun, this data is a student error in interpreting or translating pronouns that often appear in the text. error meaning of translation, students' mistakes often place meaning in a word with words that are ambiguous or unclear in their use in the sentence. students still use english terms, students still use words that are basically english words. then, sentence errors, errors in giving meaning with words that are not appropriate is the mistakes that are mostly made by students in this translation. lestari translation errors on report ……… jo-elt (journal of english language teaching) fakultas pendidikan bahasa dan seni program studi pendidikan bahasa inggris ikip, june 2023. vol.10 no.1 | page 86 the second is there are three errors that are the sources of students’ errors in translating reports. text into indonesian lack of practice, the factors that caused them to make mistakes in translation were obtained. careless, the carelessness referred to in the translation of this case is that the participant does not examine the subject used, is it in accordance with the verb and object that is arranged in the translation, so that often the subject and verb do not match which causes the sentences to become wrong in the translation. lack of vocabulary, their background in making mistakes in translation was that the y did not often read english texts so they lacked vocabulary. different structure between indonesian and english, it was stated that the participants used indonesian every day as the main language, so the sentence structure used was indonesian. acknowledgement the grateful thanks go to dr. nurul chojimah, m.pd as the researcher's advisor and who had given valuable guidance, suggestion, and feedback during the completion of this thesis. mr. prof. dr. maftukhin, m.ag as the head of uin sayyid ali rahmatullah tulungagung for his permission to write this thesis. dr. hj. binti maunah, m.pd as the dean of faculty of tarbiyah and teacher training of uin sayyid ali rahmatullah. dr. erna iftanti, s.s., m.pd as the head of english education department. all of the lecturers of the faculty of tarbiyah and teacher training at the uin sayyid ali rahmatullah tulungagung, especially in the english education department who has provided knowledge that is very useful for the researcher. the deepest gratitude goes to my beloved parents who have provided mental and material support and the best prayer for me. my beloved sister nina agung anggraini always understand and support me in every condition, especially listened to my complaints all this time. and all my beloved friends that i cannot be mentioned one by one who always support me in finishing my thesis, and our wonderful time for these years of togetherness. finally, the researcher realizes that 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